Cross-disciplinary Participatory & Contextual Design Research: Creating a Teacher Dashboard Application
Cross-disciplinary Participatory & Contextual Design Research: Creating a Teacher Dashboard Application
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跨学科参与
DOI：
10.55612/s-5002-019-005
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
M. Evans
中科院分区：
文献类型：
--
作者：
Troy D. Abel;M. Evans
人机交互的概念已经跨越了学科的界限，允许在系统设计的设计研究阶段发现潜在的利益相关者的启示。在目前的情况下，中学数学教师作为数据驱动的决策者，被诊断和评估数据淹没，导致数据泛滥。随着数字技术和媒体被广泛用于教学和学习，这种情况不太可能消退。教师可以从工具中受益，快速筛选这些数据，为课堂教学提供信息。数据应该以一种教师可以对学生的进步进行实时形成性和总结性评估的方式可视化。本文的目的是介绍一种混合方法的发现模式，以揭示在iPad数据可视化应用程序的设计过程中，课堂教师固有的启示。这些技术辅助的“仪表板”平台可以作为高效和有效的干预措施，处理教师现在可以使用的大量数据流。
Concepts of Human Computer Interaction have crossed disciplinary boundaries allowing the discovery of underlying stakeholder affordances to emerge during the design research phase of system design. For the current scenario, middle school mathematics teachers as data-driven decision makers are inundated with diagnostic and assessment data, resulting in data deluge. The situation is unlikely to subside as digital technologies and media are broadly adopted for instruction and learning. Teachers could benefit from tools to quickly sift through this data to inform classroom instruction. Data should be visualized in a way that teachers can make real-time formative and summative assessments of student progress. The purpose of this article is to introduce a mixed-method mode of discovery to uncover affordances innate to classroom teachers during the design of an iPad data visualization application. These technology-assisted “dashboard” platforms could serve as efficient and effective interventions to deal with the copious amounts of data streams now available to teachers.