LATUX: An Iterative Workflow for Designing, Validating, and Deploying Learning Analytics Visualizations

Autor/inn/en	Martinez-Maldonado, Roberto; Pardo, Abelardo; Mirriahi, Negin; Yacef, Kalina; Kay, Judy; Clayphan, Andrew
Titel	LATUX: An Iterative Workflow for Designing, Validating, and Deploying Learning Analytics Visualizations
Quelle	In: Journal of Learning Analytics, 2 (2015) 3, S.9-39 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Data Analysis; Learning; Design; Validity; Visual Aids; Computer Interfaces; Computer Uses in Education; Case Studies; Cooperative Learning; Higher Education + Suchen Sie Ihr Suchwort? Auswertung; Lernen; Gültigkeit; Anschauungsmaterial; Computernutzung; Case study; Fallstudie; Case Study; Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Designing, validating, and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design, and psychology. Whilst each has established its own design methodologies, we now need frameworks that meet the specific demands of the cross-disciplinary space defined by learning analytics are needed. In particular, LAK [Learning Analytics and Knowledge] needs a systematic workflow for creating tools that truly underpin the learning experience. In this paper, we present a set of guiding principles and recommendations derived from the LATUX workflow. This is a five-stage workflow to design, validate, and deploy awareness interfaces in technology-enabled learning environment. LATUX is based on well-established design processes for creating, testing, and re-designing user interfaces. We extend existing approaches by integrating the pedagogical requirements needed to guide the design of learning analytics visualizations that can inform pedagogical decisions or intervention strategies. We illustrate LATUX in a case study of a classroom with collaborative activities. Finally, the paper proposes a research agenda to support designers and implementers of learning analytics interfaces. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01