TY - GEN
T1 - Learning-centred translucence: an approach to understand how teachers talk about classroom data.
AU - Prestigiacomo, Rita
AU - Hadgraft, Roger
AU - Hunter, Jane
AU - Lockyer, Lori
AU - Knight, Simon
AU - Hoven, Elise van den
AU - Maldonado, Roberto Martínez
N1 - DBLP License: DBLP's bibliographic metadata records provided through http://dblp.org/ are distributed under a Creative Commons CC0 1.0 Universal Public Domain Dedication. Although the bibliographic metadata records are provided consistent with CC0 1.0 Dedication, the content described by the metadata records is not. Content may be subject to copyright, rights of privacy, rights of publicity and other restrictions.
PY - 2020/3/23
Y1 - 2020/3/23
N2 - Teachers are increasingly being encouraged to embrace evidencebased practices. Learning analytics (LA) offer great promise in supporting these by providing evidence for teachers and learners to make informed decisions and transform the educational experience. However, LA limitations and their uptake by educators are coming under critical scrutiny. This is in part due to the lack of involvement of teachers and learners in the design of LA tools. In this paper, we propose a human-centred approach to generate understanding of teachers' data needs through the lens of three key principles of translucence: visibility, awareness and accountability. We illustrate our approach through a participatory design sprint to identify how teachers talk about classroom data. We describe teachers' perspectives on the evidence they need for making better-informed decisions and discuss the implications of our approach for the design of human-centred LA in the next years.
AB - Teachers are increasingly being encouraged to embrace evidencebased practices. Learning analytics (LA) offer great promise in supporting these by providing evidence for teachers and learners to make informed decisions and transform the educational experience. However, LA limitations and their uptake by educators are coming under critical scrutiny. This is in part due to the lack of involvement of teachers and learners in the design of LA tools. In this paper, we propose a human-centred approach to generate understanding of teachers' data needs through the lens of three key principles of translucence: visibility, awareness and accountability. We illustrate our approach through a participatory design sprint to identify how teachers talk about classroom data. We describe teachers' perspectives on the evidence they need for making better-informed decisions and discuss the implications of our approach for the design of human-centred LA in the next years.
KW - Evidence-based decision-making
KW - Human-centred design
UR - http://www.scopus.com/inward/record.url?scp=85082398555&partnerID=8YFLogxK
U2 - 10.1145/3375462.3375475
DO - 10.1145/3375462.3375475
M3 - Conference contribution
T3 - ACM International Conference Proceeding Series
SP - 100
EP - 105
BT - LAK 2020 Conference Proceedings - Celebrating 10 years of LAK
ER -