问题驱动的学习分析:为在线分组讨论室设计教师仪表板

Stanislav Pozdniakov, Roberto Martínez Maldonado, Shaveen Singh, Peter Chen, D. Richardson, Tom Bartindale, P. Olivier, D. Gašević
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引用次数: 4

摘要

几个学习分析(LA)计划的最终目标之一是闭合循环并支持学生和教师的反思实践。尽管终端用户界面(通常以仪表板的形式)已经出现了激增,但在文献中已经发现了各种限制,例如对语义需求的考虑很少。本文通过提出一个问题驱动的LA设计方法来解决这些限制,以确保最终用户的LA界面明确地解决教师的问题。我们在同步在线活动的背景下说明了这一点,这些活动是由成对的教师使用视听和基于文本的工具(Zoom和Google Docs)编排的。这导致了一个开源监控工具的设计,当学生在分组讨论室和跨学习空间协作时,教师可以实时使用该工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Question-driven Learning Analytics: Designing a Teacher Dashboard for Online Breakout Rooms
One of the ultimate goals of several learning analytics (LA) initiatives is to close the loop and support students’ and teachers’ reflective practices. Although there has been a proliferation of end-user interfaces (often in the form of dashboards), various limitations have already been identified in the literature such as little account for sensemaking needs. This paper addresses these limitations by proposing a question-driven LA design approach to ensure that end-user LA interfaces explicitly address teachers’ questions. We illustrate this in the context of synchronous online activities orchestrated by pairs of teachers using audio-visual and text-based tools (Zoom and Google Docs). This led to the design of an open-source monitoring tool to be used in real-time by teachers when students work collaboratively in breakout rooms, and across learning spaces.
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