Can a Learning Analytics Dashboard Participative Design Approach Be Transposed to an Online-Only Context? [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, Oct 13-15, 2021).

Autor/inn/en	Oliver-Quelennec, Katia; Bouchet, François; Carron, Thibault; Pinçon, Claire
Titel	Can a Learning Analytics Dashboard Participative Design Approach Be Transposed to an Online-Only Context? [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, Oct 13-15, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Analytics; Educational Technology; Data Collection; Universities; College Freshmen; Speech Acts; Design; Visual Aids + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Data capture; Datensammlung; University; Universität; Studienanfänger; Sprechakt; Anschauungsmaterial
Abstract	In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Card-based tools are a common co-design method to collect users' needs, but this tangible format limits data collection and usage. We propose here two steps: first to use an existing co-design card deck-based method for our university context and next to adapt this new method called PADDLE (PArticipative Design of Dashboard for Learning in Education) for an online use. This article presents key factors and points of attention identified in adapting a card-based co-design method into a digital version for designing learning dashboards. This digital adaptation and the associated tool, ePADDLE, were tested with first year university students divided into 18 groups (N = 58). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated ePADDLE as almost as suitable as the original method. Thanks to the traces provided by the online version, we rely on speech acts to identify favorable conditions for successful collaboration. [For the full proceedings, see ED621108.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01