Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
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DOI：
10.18608/jla.2019.62.5
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发表时间：
2019-01-01
影响因子：
3.9
通讯作者：
DiGiacombo, Daniela
中科院分区：
文献类型：
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作者：
Ahn, June;Campos, Fabio;DiGiacombo, Daniela
学习分析 (LA) 系统的研究人员和开发人员越来越多地采用以人为本的设计 (HCD) 方法，越来越需要了解如何在不同的教育环境中应用设计实践。在本文中，我们介绍了我们在美国多所大学、多学区的改进科学计划中开发仪表板以支持中学数学教师的教学实践的经验的设计叙述。通过记录我们的设计经验，我们在为教育工作者开发可视化分析系统时提供了适应常见 HCD 方法（情境设计和设计张力）的方法。我们还阐明了在改进科学和研究实践伙伴关系的背景下采用这些设计方法如何从根本上影响我们做出的设计选择和我们承担的焦点问题。这一设计过程的结果自然地源自地区合作伙伴对工具的挪用和重新利用，并直接告知改进目标。
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers' pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States. Through documentation of our design experience, we offer ways to adapt common HCD methods - contextual design and design tensions - when developing visual analytics systems for educators. We also illuminate how adopting these design methods within the context of improvement science and research-practice partnerships fundamentally influences the design choices we make and the focal questions we undertake. The results of this design process flow naturally from the appropriation and repurposing of tools by district partners and directly inform improvement goals.