UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

The Question-driven Dashboard: How Can We Design Analytics Interfaces Aligned to Teachers’ Inquiry?

Pozdniakov, Stanislav; Martinez-Maldonado, Roberto; Tsai, Yi-Shan; Cukurova, Mutlu; Bartindale, Tom; Chen, Peter; Marshall, Harrison; ... Gasevic, Dragan; + view all (2022) The Question-driven Dashboard: How Can We Design Analytics Interfaces Aligned to Teachers’ Inquiry? In: Proceedings LAK22: 12th International Learning Analytics and Knowledge Conference. (pp. pp. 175-185). ACM Green open access

[thumbnail of The Question-driven Dashboard.pdf]
Preview
Text
The Question-driven Dashboard.pdf - Accepted Version

Download (719kB) | Preview

Abstract

One of the ultimate goals of several learning analytics (LA) initiatives is to close the loop and support students’ and teachers’ reflective practices. Although there has been a proliferation of end-user interfaces (often in the form of dashboards), various limitations have already been identified in the literature such as key stakeholders not being involved in their design, little or no account for sense-making needs, and unclear effects on teaching and learning. There has been a recent call for human-centred design practices to create LA interfaces in close collaboration with educational stakeholders to consider the learning design, and their authentic needs and pedagogical intentions. This paper addresses the call by proposing a question-driven LA design approach to ensure that end-user LA interfaces explicitly address teachers’ questions. We illustrate the approach in the context of synchronous online activities, orchestrated by pairs of teachers using audio-visual and text-based tools (namely Zoom and Google Docs). This study led to the design and deployment of an open-source monitoring tool to be used in real-time by teachers when students work collaboratively in breakout rooms, and across learning spaces.

Type: Proceedings paper
Title: The Question-driven Dashboard: How Can We Design Analytics Interfaces Aligned to Teachers’ Inquiry?
Event: LAK22: 12th International Learning Analytics and Knowledge Conference
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3506860.3506885
Publisher version: https://doi.org/10.1145/3506860.3506885
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10145531
Downloads since deposit
174Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item