Informing the Design of Teacher Awareness Tools through Causal Alignment Analysis
Informing the Design of Teacher Awareness Tools through Causal Alignment Analysis
复制标题
通过因果关系分析为教师意识工具的设计提供信息
DOI：
--
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
V. Aleven
中科院分区：
文献类型：
--
作者：
Kenneth Holstein;B. McLaren;V. Aleven
：教师意识工具的设计者（例如，仪表板）不仅必须预测分析对意识的影响，而且还要预测这种增强的意识如何影响教师的决策，进而影响学生的学习。然而，教师意识工具通常没有优化，以指导教师的行为方式，是富有成效的学习。在本文中，我们介绍了因果关系分析（CAA），数据知情的框架，迭代设计的教师意识工具，它的设计联系起来的意识工具的教育目标。我们说明了CAA的有用性与案例研究，展示了成功的设计对齐的意识工具与因果路径从教师工具的使用到学生的学习。在模拟和现场教室中进行的四项试点研究中，我们展示了Lumilo的迭代改进，这是一种实时意识工具，可以吸引教师对学生的注意力，这些学生可能从教师的帮助中受益最多。
: Designers of teacher awareness tools (e.g., dashboards) must not only anticipate the effects analytics will have on awareness, but also how this enhanced awareness might affect teacher decision-making, and in turn, student learning. Yet teacher awareness tools are not commonly optimized to guide teacher behavior in ways that are productive for learning. In this paper, we introduce Causal Alignment Analysis (CAA) , a framework for data-informed, iterative design of teacher awareness tools, which links the design of awareness tools to educational goals. We illustrate the usefulness of CAA with a case study, demonstrating the successful design alignment of an awareness tool with a causal path from teacher tool use to student learning. Over a sequence of four pilot studies conducted in both simulated and live classrooms, we demonstrate the iterative refinement of Lumilo , a real-time awareness tool, to draw teachers’ attention towards students who may benefit most from a teacher’s help.