Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Abstract

Despite the recognition of the need to include practitioners in the design of learning analytics (LA), especially teacher input tends to come later in the design process rather than in the definition of the initial design agenda. This paper presents a case study of a design project tasked with developing LA tools for a reading game for primary school children. Taking a co-design approach, we use the Inspiration Cards Workshop to ensure meaningful teacher involvement even for participants with low background in data literacy or experience in using learning analytics. We reflect on the process and findings to derive specific and transferable design principles that can guide the implementation of LA tools for primary school teachers in particular, and discuss opportunities and limitations of using the inspiration cards method that can inform future LA design efforts.

Ideating and Developing a Visualization Dashboard to Support Teachers Using Educational Games in the Classroom

“…We have depicted a process that was novel in two ways when compared with most previous literature. The first one is a vizards team that has been developing digital paper prototype visualizations before the implementation [60], and the second one is a co-design team working with K12 geometry teachers to co-design the final visualizations and refine metric definitions [39]. These contributions are aligned with the expected future of learning analytics dashboards, offering new design approaches [61].…”

Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks

“…In the same vein, Vezzoli, Mavrikis and Vasalou (2020) used inspiration cards and found initial evidence to support the hypothesis that analytics use would support teachers' awareness and interventions.…”

“…The results identified and highlighted important insights about students' cognitive learning processes (e.g., the quality and type of contributions made by students) and social learning processes (e.g., students' interaction dynamics). More recently, Vezzoli et al (2020) in a design based LA project with teachers reported that teachers identified LA as a mechanism through which to obtain feedback on their practices (e.g., assessment and teaching styles) in a data-driven way. Accordingly, such insights can raise teachers' awareness and reflection, which could provide a good basis for teachers to make timely, informed educational decisions.…”

Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

“…This is most important considering the distrust teachers may develop towards data-driven implementations, attributed mostly to the subjective nature of numbers, the fear of power diminution, and approaches to design and implementation (Tsai et al, 2021); it was recently pointed out that such a tendency is particularly prominent when referring to preditions for students at-risk (Kollom et al, 2021). On the other hand, involving teachers in the early stages of learning analytics design, particularly engaging them with data collected on students, may improve their pedagogic and assessment practises, leading potentially to the development of more suitable learning analytics tools (Holstein et al, 2019;Vezzoli et al, 2020). Interestingly, one of the standards for educators, published by the International Society for Technology in Education (Crompton, 2017), refers to teachers as analysts who understand and use data to drive their instruction and promote their students.…”