Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity
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DOI：
10.18608/jla.2019.62.3
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发表时间：
2019-01-01
影响因子：
3.9
通讯作者：
Aleven, Vincent
中科院分区：
文献类型：
--
作者：
Holstein, Kenneth;McLaren, Bruce M.;Aleven, Vincent
让利益相关者参与到新教育技术的创建过程中，有助于确保这些技术在现实世界中的有用性和可用性。然而，考虑到学习分析（LA）系统的复杂性，在整个设计和开发过程中有意义地让非技术利益相关者参与进来可能具有挑战性。本文介绍了Lumilo迭代协同设计的详细案例研究，Lumilo是一种可穿戴的实时学习分析工具，适用于在AI增强的K-12教室中工作的教师。在这个过程中，我们认为，LA系统的协同设计需要新的原型方法。我们介绍了我们自己的原型设计方法之一，RE，以解决共同原型设计数据驱动的算法系统，如LA工具的独特挑战。这项工作在文献中首次展示了非技术利益相关者如何参与复杂LA系统的整个设计过程-从早期生成阶段到分析的选择和调整，再到现实环境中的评估。最后，我们总结了未来LA协同设计工作的方法建议。
Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article presents a detailed case study of the iterative co-design of Lumilo, a wearable, real-time learning analytics tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires new kinds of prototyping methods. We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping data-driven algorithmic systems such as LA tools. This work presents the first end-to-end demonstration in the literature of how non-technical stakeholders can participate throughout the whole design process for a complex LA system - from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude with a summary of methodological recommendations for future LA co-design efforts.