LA-DECK: A card-based learning analytics co-design tool

Alvarez, CP; Martinez-Maldonado, R; Shum, SB

LA-DECK: A card-based learning analytics co-design tool

Alvarez, CP Martinez-Maldonado, R Shum, SB

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Publisher:: ASSOC COMPUTING MACHINERY
Publication Type:: Conference Proceeding
Citation:: ACM International Conference Proceeding Series, 2020, pp. 63-72
Issue Date:: 2020-03-23

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Field	Value	Language
dc.contributor.author	Alvarez, CP
dc.contributor.author	Martinez-Maldonado, R
dc.contributor.author	Shum, SB
dc.date	2020-03-25
dc.date.accessioned	2020-09-29T20:46:04Z
dc.date.available	2020-09-29T20:46:04Z
dc.date.issued	2020-03-23
dc.identifier.citation	ACM International Conference Proceeding Series, 2020, pp. 63-72
dc.identifier.isbn	9781450377126
dc.identifier.uri	http://hdl.handle.net/10453/142927
dc.description.abstract	© 2020 Copyright held by the owner/author(s). Human-centred software design gives all stakeholders an active voice in the design of the systems that they are expected to use. However, this is not yet commonplace in Learning Analytics (LA). Co-design techniques from other domains therefore have much to offer to LA, in principle, but there are few detailed accounts of exactly how such sessions unfold. This paper presents the rationale driving a card-based co-design tool specifically tuned for LA, called LA-DECK. In the context of a pilot study with students, educators, LA researchers and developers, we provide qualitative and quantitative accounts of how participants used the cards. Using three different forms of analysis (transcript-centric design vignettes, card-graphs and time-on-topic), we characterise in what ways the sessions were "participatory" in nature, and argue that the cards succeeded in playing very similar roles to those documented in the literature on successful card-based design tools.
dc.language	en
dc.publisher	ASSOC COMPUTING MACHINERY
dc.relation.ispartof	ACM International Conference Proceeding Series
dc.relation.ispartof	10th International Conference on Learning Analytics and Knowledge (LAK)
dc.relation.isbasedon	10.1145/3375462.3375476
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	LA-DECK: A card-based learning analytics co-design tool
dc.type	Conference Proceeding
utslib.location.activity	ELECTR NETWORK
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2020-09-29T20:45:57Z
pubs.finish-date	2020-03-27
pubs.publication-status	Published
pubs.start-date	2020-03-25

Abstract:

© 2020 Copyright held by the owner/author(s). Human-centred software design gives all stakeholders an active voice in the design of the systems that they are expected to use. However, this is not yet commonplace in Learning Analytics (LA). Co-design techniques from other domains therefore have much to offer to LA, in principle, but there are few detailed accounts of exactly how such sessions unfold. This paper presents the rationale driving a card-based co-design tool specifically tuned for LA, called LA-DECK. In the context of a pilot study with students, educators, LA researchers and developers, we provide qualitative and quantitative accounts of how participants used the cards. Using three different forms of analysis (transcript-centric design vignettes, card-graphs and time-on-topic), we characterise in what ways the sessions were "participatory" in nature, and argue that the cards succeeded in playing very similar roles to those documented in the literature on successful card-based design tools.

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http://hdl.handle.net/10453/142927