Co-creating an equality diversity and inclusion learning analytics dashboard for addressing awarding gaps in higher education

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-07-12 DOI:10.1111/bjet.13509

Vaclav Bayer, Paul Mulholland, Martin Hlosta, Tracie Farrell, Christothea Herodotou, Miriam Fernandez

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引用次数: 0

Abstract

Educational outcomes from traditionally underrepresented groups are generally worse than for their more advantaged peers. This problem is typically known as the awarding gap (we use the term awarding gap over ‘attainment gap’ as attainment places the responsibility on students to attain at equal levels) and continues to pose a challenge for educational systems across the world. While Learning Analytics (LA) dashboards help identify patterns contributing to the awarding gap, they often lack stakeholder involvement, offering very little support to institutional Equality, Diversity and Inclusion (EDI) leads or educators to pinpoint and address these gaps. This paper introduces an innovative EDI LA dashboard, co-created with diverse stakeholders. Rigorously evaluated, the dashboard provides fine-grained insights and course-level analysis, empowering institutions to effectively address awarding gaps and contribute to a diverse and inclusive higher education landscape.

Practitioners notes

What is already known about this topic

Traditionally underrepresented groups face educational disparities, commonly known as the awarding gap.
Underachievement is a complex multi-dimensional problem and cannot be solely attributable to individual student deficiencies.
LA dashboards targeting this specific problem are often not public, there is little research about them, and are frequently designed with little involvement of educational stakeholders.

What this paper adds

Pioneers the introduction of a dashboard specifically designed to address the awarding gap problem.
Emphasises the significant data needs of educational stakeholders in tackling awarding gaps.
Expands the design dimensions of Learning Analytics (LA) by introducing a specific design approach rooted in established user experience (UX) design methods.

Implications for practice and/or policy

Insights from this study will guide practitioners, designers, and developers in creating AI-based educational systems to effectively target the awarding gap problem.

Abstract Image

查看原文本刊更多论文

共同创建平等、多样性和包容性学习分析仪表板，以解决高等教育中的奖励差距问题

传统上代表性不足的群体的教育成果通常不如条件较好的同龄人。这一问题通常被称为 "获奖差距"（我们使用 "获奖差距 "一词，而不是 "成绩差距"，因为 "成绩差距 "要求学生承担达到同等水平的责任），并继续对世界各地的教育系统构成挑战。虽然学习分析（LA）仪表板有助于识别造成奖励差距的模式，但它们往往缺乏利益相关者的参与，对机构的平等、多样性和包容性（EDI）领导或教育工作者提供的支持很少，无法准确定位和解决这些差距。本文介绍了与不同利益相关者共同创建的创新性 EDI LA 仪表盘。经过严格评估，该仪表板提供了精细的洞察力和课程层面的分析，使各机构能够有效地解决奖励差距问题，为实现多元化和全纳高等教育做出贡献。成绩不佳是一个复杂的多维问题，不能完全归咎于个别学生的不足。针对这一具体问题的洛杉矶仪表板往往不公开，相关研究也很少，而且在设计时往往很少有教育利益相关者的参与。本文的新增内容率先推出了专门用于解决奖励差距问题的仪表板。强调教育利益相关者在解决获奖差距问题时对数据的重大需求。通过引入植根于成熟的用户体验 (UX) 设计方法的特定设计方法，扩展了学习分析 (LA) 的设计维度。对实践和/或政策的启示本研究的启示将指导实践者、设计者和开发者创建基于人工智能的教育系统，以有效解决获奖差距问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.