Leveraging cultural forms in human‐centred learning analytics design

Abstract

In this article, we offer theory‐grounded narratives of a 4‐year participatory design process of a Learning Analytics tool with K‐12 educators. We describe how we design‐in‐partnership by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long‐term reasoning visible by reflecting upon how design decisions were made, discussing key tensions and analysing to what extent the developed tools were taken up in practice. Through thick design narratives, we reflect upon how cultural forms—recognizable cultural constructs that might cue and facilitate specific activities—were identified among educators and informed the design of a dashboard. We then examined the extent to which the designed tool supported coaches and teachers to engage in Generative Uncertainty, an interpretive stance in which educators manifest productive inquiries towards data. Our analysis highlights that attuning to cultural forms is a valuable first step but not enough towards designing LA tools for systems in ways that fit institutionalized practices, challenge instrumental uses and spur productive inquiry. We conclude by offering two key criteria for making culturally‐grounded design decisions in the context of long‐term partnerships. Practitioner notesWhat is already known about this topic Participatory design can invite stakeholders to directly inform the creation of LA artefacts that fit their needs, context and cultural markers. What this paper adds Cultural forms can be identified and leveraged in the design of LA tools. HCLA scholars ought to design for systems—the complex body of organizational routines, cultural practices and interactions among multiple stakeholders—and not just for users. Implications for practice and/or policy Leveraging cultural forms in LA needs to be accompanied by a critical view of which practices, behaviours, values and structures are suggested by such forms. Designing features that are easy to use, are associated with concrete tasks, and fit into existing cultural practices are three criteria for embedding cultural forms into LA design.

Human‐Centred Learning Analytics: 2019–24

“…In 'Leveraging cultural forms in human-centred learning analytics design', Campos et al (2023) describe a four-year participatory design process with the coaches of K-12 teachers, developing an LA tool. A distinctive feature is the exploration of how the tracking of 'cultural forms' (eg, teaching goals; calendars; binders; celebratory cards) illuminated their understanding of work practices and shaped the interface design.…”

“…Firstly, which HCD methods are being adopted and used unproblematically? In the context of an RPP, Campos et al (2023) use participatory design and adopt cultural forms from the Interaction Design community as a way to understand teachers' work practices, and inform dashboard design. Wiley et al (2023) also apply the same method as part of a DBR process within two iterations, Hilliger et al (2023) use personas, and Hutchins and Biswas (2023) employ a range of methods including card sorting, low-fidelity prototyping and user journey mapping.…”

“…The prevalence of RPPs is notable, reflecting its robustness and relevance for HCLA research. Campos et al (2023) report a 4-year participatory design process. Wiley et al (2023) conclude that one of the implications of their study is that 'LA researchers and developers should utilize a long-term, yet fluid, research-practice partnership to form a multi-stakeholder, multidisciplinary design team for Human-Centred Learning Analytics design'.…”

“…The answer to the question is an unequivocal yes. Campos et al (2023) focus on K-12 teachers and their instructional coaches. Wiley et al (2023) also focus on K-12 education, and suggest that 'Designing in the K-12 context presents unique challenges that warrant the use of HCLA design approaches'.…”

Integrating AI tools in teacher professional learning: a conceptual model and illustrative case

“…We propose a research-teacher partnership that aims to bring together elements of teachers' pedagogical and content knowledge and the design of AI-enhanced tools. The concept of collaboration in design has been previously articulated by several authors and further elaborated in the recent study of Campos et al ( 2023 ) and emphasing the need to bridge the cultural context in the design process, but we suggest to go a bit further and we aim to shed light on the potential benefits of integrating AI technologies into teacher professional learning experiences, emphasizing how AI can support teachers in their decision-making processes, facilitate alignment with competency frameworks, and ultimately enhance their professional vision.…”