RT info:eu-repo/semantics/bookPart
T1 Human-Centered Design Principles for Actionable Learning Analytics
A1 Dimitriadis Damoulis, Ioannis
A1 Martínez Maldonado, Roberto
A1 Wiley, Korah
K1 Aprendizaje - análisis
K1 Learning analytics
AB Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems.
PB Springer
SN 978-3-030-64363-8
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/49247
UL https://uvadoc.uva.es/handle/10324/49247
LA eng
NO Dimitriadis Y., Martínez-Maldonado R., Wiley K. Human-Centered Design Principles for Actionable Learning Analytics. In: Tsiatsos T., Demetriadis S., Mikropoulos A., Dagdilelis V. (eds.). Research on E-Learning and ICT in Education. Springer, 2021, pp 277-296
NO Producción Científica
DS UVaDOC
RD 29-may-2024