Student Centred Design of a Learning Analytics System (original) (raw)
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Student Focused Dashboards – An Analysis of Current Student Dashboards and What Students Really Want
Proceedings of CSEDU 2015, 7th International Conference on Computer Supported Education
Online learning analytics dashboards are already available in various online learning platforms and are in use at schools and universities. In this paper we give an overview about several existing dashboard applications. Most of these dashboards are either targeted at teachers and tutors or focus on the presentation of research relevant learning analytics concepts. We present two surveys among school and university students asking them about their requirements on a learning dashboard. The results show that basic requirements of students are not addressed in current learning platforms and dashboards. We formulate several research questions that need to be answered to create dashboards that put students in the center of dashboard design processes and give an outline of our own efforts in that direction.
Learning analytics provide valuable information for learners and instructors by combining and analyzing learners' historical data during the learning experience. The most common way of employing this information is in the form of learning analytics dashboards (LADs). This study primarily aims to propose LADs design based on the perspectives of various stakeholders. The secondary aim of the study is to propose the concept of 'learning analytics feedforward'. After an iterative and formative design process, the LADs were developed in two different interfaces: a course-related dashboard and a topic-related dashboard. Each dashboard element is classified according to whether it contains feedback or feedforward. The development of LADs based on learner expectations and lecturer perspectives is described in detail.
Four design principles for learner dashboards that support student agency and empowerment
Journal of Applied Research in Higher Education
Purpose The purpose of this paper is to take a student-centred perspective to understanding the range of ways that students respond to receiving information about their learning behaviours presented on a dashboard. It identifies four principles to inform the design of dashboards which support learner agency and empowerment, features which Prinsloo and Slade (2016) suggest are central to ethical adoption of learning analytics. Design/methodology/approach The study involved semi-structured interviews with 24 final-year undergraduates to explore the students’ response to receiving dashboards that showed the students’ achievement and other learning behaviours. Findings The paper identifies four principles that should be used when designing and adopting learner dashboards to support student agency and empowerment. Research limitations/implications The study was based on a small sample of undergraduate students from the final year from one academic school. The data are based on students’ ...
InSITE Conference
Aim/Purpose: The aim of this project was to explore the perceptions of information technology students about student-facing learning analytics dashboards that display ranking information, and whether they perceive that their motivation to study would be influenced by the use of dashboards that display their performance relative to other students. Background: While there has been a focus on the use of learning analytics dashboards by academics to inform their teaching, there has not been as much exploration of the use of student-facing dashboards, nor on the effect that students believe these dashboards will have on their motivation to study. Methodology: The research surveyed students enrolled in Information Technology courses at an Australian university. Data about students’ academic motivation was gathered using a short, online survey. Contribution: The paper adds to knowledge of the impact on students of student-facing learning analytics dashboards. Findings: A majority of studen...
Students in Focus -Moving Towards Human-Centred Learning Analytics
Practicable Learning Analytics, 2023
Human-centred design is a well-established approach within research fields such as human-computer interaction, ergonomics, and human factors. Recently Learning Analytics (LA) researchers and practitioners have manifested great interest in exploring methods and techniques associated with this approach to manage the design process in ways that can enhance human interaction with LA technology. The project "Learning Analytics-Students in Focus" aims to use student-related data to support the learning and teaching process in a higher educational context. Our interdisciplinary team investigates LA tools that leverage students' academic success by acquiring or developing self-regulated learning skills. We adopted a Human-Centred Learning Analytics (HCLA) approach involving students, teachers, and other educational stakeholders in the iterative design of our LA tools. This article contributes to the discussion on how to design LA tools using a human-centred approach. We describe the analysis, design, implementation, and evaluation process of three LA tools comprised in our students' dashboard, i.e., the planner, the activity graph, and the learning diary. In addition, we present key results gained in several empirical studies which had an implication on the tools' design. Finally, we provide insights about our experience with the HCLA approach, pointing out benefits and limitations in practice.
Development of a dashboard for Learning Analytics in Higher Education
In this paper, we discuss the design, development, and implementation of a Learning Analytics (LA) dashboard in the area of Higher Education (HE). The dashboard meets the demands of the different stakeholders, maximizes the mainstreaming potential and transferability to other contexts, and is developed in the path of Open Source. The research concentrates on developing an appropriate concept to fulfil its objectives and finding a suitable technology stack. Therefore, we determine the capabilities and functionalities of the dashboard for the different stakeholders. This is of significant importance as it identifies which data can be collected, which feedback can be given, and which functionalities are provided. A key approach in the development of the dashboard is the modularity. This leads us to a design with three modules: the data collection, the search and information processing, and the data presentation. Based on these modules, we present the steps of finding a fitting Open Source technology stack for our concept and discuss pros and cons trough out the process .