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Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics
<span title="2020-03-13">2020</span>
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<a target="_blank" rel="noopener" href="https://fatcat.wiki/container/tmto77y3r5hb5hnxkrbbcke3ua" style="color: black;">Proceedings of the Tenth International Conference on Learning Analytics & Knowledge</a>
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Despite the recognition of the need to include practitioners in the design of learning analytics (LA), especially teacher input tends to come later in the design process rather than in the definition of the initial design agenda. This paper presents a case study of a design project tasked with developing LA tools for a reading game for primary school children. Taking a co-design approach, we use the Inspiration Cards Workshop to ensure meaningful teacher involvement even for participants with
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<a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3375462.3375537">doi:10.1145/3375462.3375537</a>
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... w background in data literacy or experience in using learning analytics. We reflect on the process and findings to derive specific and transferable design principles that can guide the implementation of LA tools for primary school teachers in particular, and discuss opportunities and limitations of using the inspiration cards method that can inform future LA design efforts. CCS CONCEPTS • Human-centred Computing • Interaction Design • Interaction design process and methods • Participatory Design
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