A Human-Centred Learning Analytics Approach for Developing Contextually Scalable K-12 Teacher Dashboards

Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us

Y

41

National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)

1813713

Learning Analytics; Learning Management Systems; Kindergarten; Elementary Secondary Education; Teacher Attitudes; Lesson Plans; Instructional Materials; Educational Needs; Learner Engagement; Outcomes of Education; Teaching Methods

10.1111/bjet.13383

0007-1013
1467-8535

This paper describes a Human-Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K-12 classrooms that maintain both contextual relevance and scalability--two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR-based, human-centred design process resulted in a dashboard that supported teachers in addressing their students' learning needs. To develop the dashboard features that could support teachers, we found that a design refinement process that drew on the insights of teachers with varying teaching experience, philosophies and teaching contexts strengthened the resulting outcome. The versatile nature of the approach, in terms of student learning outcomes, makes it useful for HCLA design efforts across diverse K-12 educational contexts.

As Provided

2024

EJ1419183