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

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• dc.contributor.author Michos, Konstantinos
• dc.contributor.author Lang, Charles
• dc.contributor.author Hernández Leo, Davinia
• dc.contributor.author Price-Dennis, Detra
• dc.date.accessioned 2020-03-19T13:56:24Z
• dc.date.available 2020-03-19T13:56:24Z
• dc.date.issued 2020
• dc.description Comunicació presentada a: LAK20, celebrat del 23 al 27 de març de 2020 a Frankfurt, Alemanya.ca
• dc.description.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.en
• dc.description.sponsorship This work has been partially funded by "la Caixa Foundation" (CoT project, 100010434), FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities TIN 2017-85179- C3-2-R, TIN 2017-85179-C3-3-R, MDM-2015-0502.
• dc.format.mimetype application/pdf
• dc.identifier.citation Michos K, Lang C, Hernández-Leo D, Price-Dennis D. Involving teachers in learning analytics design: lessons learned from two case studies. In: LAK'20: proceedings of the Tenth International Conference on Learning Analytics & Knowledge; 2020 Mar 23-27; Frankfurt, Germany. New York: ACM; 2020. p. 94-9. DOI: 10.1145/3375462.3375507
• dc.identifier.doi http://dx.doi.org/10.1145/3375462.3375507
• dc.identifier.isbn 978-1-4503-7712-6
• dc.identifier.uri http://hdl.handle.net/10230/43959
• dc.language.iso eng
• dc.publisher ACM Association for Computer Machinery
• dc.relation.ispartof LAK'20: proceedings of the Tenth International Conference on Learning Analytics & Knowledge; 2020 Mar 23-27; Frankfurt, Germany. New York: ACM; 2020. p. 94-9.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN 2017-85179-C3-2-R
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
• dc.rights © 2020 Association for Computing Machinery
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Learning analyticsen
• dc.subject.keyword Teachersen
• dc.subject.keyword Co-designen
• dc.subject.keyword Case studiesen
• dc.subject.keyword Teacher professional developmenten
• dc.title Involving teachers in learning analytics design: lessons learned from two case studiesen
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion