Human-Centred Learning Analytics

Item

Title

Human-Centred Learning Analytics

Abstract/Description

The design of effective learning analytics extends beyond sound technical and pedagogical principles. If these analytics are to be adopted and used successfully to support learning and teaching, their design process needs to take into account a range of human factors, including why and how they will be used. In this editorial, we introduce principles of human-centred design developed in other, related fields that can be adopted and adapted to support the development of Human-Centred Learning Analytics (HCLA). We draw on the papers in this special section, together with the wider literature, to define human-centred design in the field of learning analytics and to identify the benefits and challenges that this approach offers. We conclude by suggesting that HCLA will enable the community to achieve more impact, more quickly, with tools that are fit for purpose and a pleasure to use.

Author/creator

Buckingham Shum, Simon

Ferguson, Rebecca

Martinez-Maldonado, Roberto

Date

2019

In publication

Journal of Learning Analytics

Volume

6

Issue

2

Pages

1-9

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Commentary/Editorial

Keywords

co-design

human-centred design

human-computer interaction

participatory design

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

1929-7750

DOI

10.18608/jla.2019.62.1

URL

Open Access on Publisher's Webpage (SOLAR)

Citation

Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1

Cited in

The Work of Improvement

Rights

Copyright (c) 2019 Journal of Learning Analytics

Item sets

Open Access Resource (IRE)

Handbook Chapter 2 Citations

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