A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards

Citation

Wiley, K., Dimitriadis, Y., & Linn, M. (2024). A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards. British Journal of Educational Technology, 55(3). https://doi.org/10.1111/bjet.13383

Abstract

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.

Authors

• Dimitriadis, Yannis
• Linn, Marcia
• Wiley, Korah

Reference Type

Journal

Keywords

• Instructional design