Involving teachers in learning analytics design: lessons learned from two case studies

Abstract

Involving teachers in the design of technology-enhanced learning environments is a useful method towards bridging the gap between research and practice. This is especially relevant for learning analytics tools, wherein the presentation of educational data to teachers or students requires meaningful sense-making to effectively support data-driven actions. In this paper, we present two case studies carried out in the context of two research projects in the USA and Spain which aimed to involve teachers in the co-design of learning analytics tools through professional development programs. The results of a cross-case analysis highlight lessons learned around challenges and principles regarding the meaningful involvement of teachers in learning analytics tooling design.