Mapping learner-data journeys

Prieto-Alvarez, Carlos Gerardo; Martínez-Maldonado, Roberto; Shum, Simon Buckingham

doi:10.1145/3292147.3292168

Cited by 18 publications

(10 citation statements)

References 22 publications

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“…These papers, of course, provide only a partial snapshot. Examples of student engagement in LA design processes do exist, but they are currently exceptions to the rule (e.g., Chen & Zhu, 2019;Prieto-Alvarez, Martinez-Maldonado, & Shum, 2018b). We anticipate that future snapshots will demonstrate how the field is maturing in this regard.…”

Section: La May Be 10 Years Old But Hcla Is a Toddlermentioning

confidence: 97%

Human-Centred Learning Analytics

2019

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The design of effective learning analytics extends beyond sound technical and pedagogical principles. If these analytics are to be adopted and used successfully to support learning and teaching, their design process needs to take into account a range of human factors, including why and how they will be used. In this editorial, we introduce principles of human-centred design developed in other, related fields that can be adopted and adapted to support the development of Human-Centred Learning Analytics (HCLA). We draw on the papers in this special section, together with the wider literature, to define human-centred design in the field of learning analytics and to identify the benefits and challenges that this approach offers. We conclude by suggesting that HCLA will enable the community to achieve more impact, more quickly, with tools that are fit for purpose and a pleasure to use.

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Section: La May Be 10 Years Old But Hcla Is a Toddlermentioning

confidence: 97%

Human-Centred Learning Analytics

2019

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“…Human-centred design approaches propose engaging with learners, educators, and other stakeholders to identify the kinds of meaningful educational constructs they value (Buckingham Shum et al, 2019b). For example, in Case 2, interviews and codesign sessions were conducted, with students, to identify the kind of feedback they needed the most (Prieto-Alvarez, Martinez-Maldonado, & Buckingham Shum, 2018) and, with teachers, to identify the kinds of data that could serve to create such analytics support according to each clinical simulation (Echeverria, 2020).…”

Section: Human-centred Design and Collaboration Analyticsmentioning

confidence: 99%

What Do You Mean by Collaboration Analytics? A Conceptual Model

Martínez-Maldonado

Gašević

Echeverria

et al. 2021

JLA

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Using data to generate a deeper understanding of collaborative learning is not new, but automatically analyzing log data has enabled new means of identifying key indicators of effective collaboration and teamwork that can be used to predict outcomes and personalize feedback. Collaboration analytics is emerging as a new term to refer to computational methods for identifying salient aspects of collaboration from multiple group data sources for learners, educators, or other stakeholders to gain and act upon insights. Yet, it remains unclear how collaboration analytics go beyond previous work focused on modelling group interactions for the purpose of adapting instruction. This paper provides a conceptual model of collaboration analytics to help researchers and designers identify the opportunities enabled by such innovations to advance knowledge in, and provide enhanced support for, collaborative learning and teamwork. We argue that mapping from low-level data to higher-order constructs that are educationally meaningful, and that can be understood by educators and learners, is essential to assessing the validity of collaboration analytics. Through four cases, the paper illustrates the critical role of theory, task design, and human factors in the design of interfaces that inform actionable insights for improving collaboration and group learning.

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“…Furthermore, recent research has made significant contributions to the field of LA by offering various strategies that give students and teachers a voice (Alvarez et al , 2020; Buckingham Shum, 2022; Prieto-Alvarez et al , 2018). This has led to the development of human-centered LA in which critical stakeholders (students, teachers), learning and teaching environments and their relationships are identified and considered (Buckingham Shum et al , 2019).…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Lifelong learner needs for human-centered self-regulated learning analytics

Nguyen,

Lämsä,

Dwiarie

et al. 2023

ILS

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Purpose Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA. Design/methodology/approach This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL. Findings Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA. Originality/value This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

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Mapping learner-data journeys

Cited by 18 publications

References 22 publications

Human-Centred Learning Analytics

Human-Centred Learning Analytics

What Do You Mean by Collaboration Analytics? A Conceptual Model

Lifelong learner needs for human-centered self-regulated learning analytics

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