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Human-Centered Design Principles for Actionable Learning Analytics

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Research on E-Learning and ICT in Education

Abstract

Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems.

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Acknowledgements

The research of the first author was partially funded by the European Regional Development Fund and the National Research Agency of the Spanish Ministry of Science, Innovations, and Universities (TIN2017-85179-C3-2-R), the European Regional Development Fund and the Regional Council of Education of Castile and Leon (VA257P18), and the European Commission (588438-EPP-1-2017-1-EL-EPPKA2-KA). This material is partially based upon the work supported in part by the National Science Foundation (DRL-1813713). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. Universidad de Valladolid, Valladolid, Spain

    Yannis Dimitriadis

  2. Monash University, Melbourne, VIC, Australia

    Roberto Martínez-Maldonado

  3. University of California-Berkeley, Berkeley, CA, USA

    Korah Wiley

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  1. Yannis Dimitriadis
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  2. Roberto Martínez-Maldonado
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Correspondence to Yannis Dimitriadis .

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Editors and Affiliations

  1. Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Thrasyvoulos Tsiatsos

  2. Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Stavros Demetriadis

  3. Department of Primary Education, University of Ioannina, Ioannina, Greece

    Anastasios Mikropoulos

  4. Educational and Social Policy, University of Macedonia, Thessaloniki, Greece

    Vasileios Dagdilelis

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Dimitriadis, Y., Martínez-Maldonado, R., Wiley, K. (2021). Human-Centered Design Principles for Actionable Learning Analytics. In: Tsiatsos, T., Demetriadis, S., Mikropoulos, A., Dagdilelis, V. (eds) Research on E-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-64363-8_15

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