Human-centred learning analytics

Shum, SB; Ferguson, R; Martinez-Maldonado, R

Human-centred learning analytics

Shum, SB

Ferguson, R Martinez-Maldonado, R

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Publication Type:: Journal Article
Citation:: Journal of Learning Analytics, 2019, 6 (2), pp. 1 - 9
Issue Date:: 2019-08-05

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Field	Value	Language
dc.contributor.author	Shum, SB https://orcid.org/0000-0002-6334-7429	en_US
dc.contributor.author	Ferguson, R	en_US
dc.contributor.author	Martinez-Maldonado, R https://orcid.org/0000-0002-8375-1816	en_US
dc.date.issued	2019-08-05	en_US
dc.identifier.citation	Journal of Learning Analytics, 2019, 6 (2), pp. 1 - 9	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138747
dc.description.abstract	© 2019, UTS ePRESS. All rights reserved. The design of effective learning analytics (LA) extends beyond sound technical and pedagogical principles. If 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 LA 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 the purpose and a pleasure to use.	en_US
dc.relation.ispartof	Journal of Learning Analytics	en_US
dc.relation.isbasedon	10.18608/jla.2019.62.1	en_US
dc.title	Human-centred learning analytics	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	6	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	6	en_US

Abstract:

© 2019, UTS ePRESS. All rights reserved. The design of effective learning analytics (LA) extends beyond sound technical and pedagogical principles. If 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 LA 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 the purpose and a pleasure to use.

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http://hdl.handle.net/10453/138747