LATUX: An Iterative Workflow for Designing, Validating, and Deploying Learning Analytics Visualizations

Roberto Martinez-Maldonado, Abelardo Pardo, Negin Mirriahi, Kalina Yacef, Judy Kay, Andrew Clayphan: LATUX: An Iterative Workflow for Designing, Validating, and Deploying Learning Analytics Visualizations. In: Journal of learning Analytics, pp. to apear, 2016.

Abstract

Designing, validating and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design and psychology. Whilst each of these disciplines has established its own design methodologies, there is a need for methodological frameworks that meet the specific demands of the cross-disciplinary space defined by learning analytics. In particular there is no systematic workflow for producing learning analytics tools that are both technologically feasible and truly underpin the learning experience. In this paper, we present a set of guiding principles and recommendations derived from the LATUX workflow. LATUX is a five-stage workflow to design, validate and deploy awareness interfaces in technology-enabled learning environments. LATUX is grounded on a well-established design process for creating, testing and re-designing user interfaces. We extend this process by integrating the pedagogical requirements, to guide the design of learning analytics visualisations that can inform instructors’ pedagogical decisions or intervention strategies. The workflow is illustrated with a case study in which collaborative activities were deployed in a real classroom. Finally, the paper proposes a research agenda to support designers and implementers of learning analytics interfaces.

BibTeX (Download)

@article{Martinez-Maldonado2016latux82,
title = {LATUX: An Iterative Workflow for Designing, Validating, and Deploying Learning Analytics Visualizations},
author = {Roberto Martinez-Maldonado and Abelardo Pardo and Negin Mirriahi and Kalina Yacef and Judy Kay and Andrew Clayphan},
url = {http://learning-analytics.info/journals/index.php/JLA/article/view/4458},
doi = {10.18608/jla.2015.23.3},
year  = {2016},
date = {2016-01-01},
journal = {Journal of learning Analytics},
pages = {to apear},
abstract = {Designing, validating and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design and psychology. Whilst each of these disciplines has established its own design methodologies, there is a need for methodological frameworks that meet the specific demands of the cross-disciplinary space defined by learning analytics. In particular there is no systematic workflow for producing learning analytics tools that are both technologically feasible and truly underpin the learning experience. In this paper, we present a set of guiding principles and recommendations derived from the LATUX workflow. LATUX is a five-stage workflow to design, validate and deploy awareness interfaces in technology-enabled learning environments. LATUX is grounded on a well-established design process for creating, testing and re-designing user interfaces. We extend this process by integrating the pedagogical requirements, to guide the design of learning analytics visualisations that can inform instructors’ pedagogical decisions or intervention strategies. The workflow is illustrated with a case study in which collaborative activities were deployed in a real classroom. Finally, the paper proposes a research agenda to support designers and implementers of learning analytics interfaces.},
keywords = {awareness, dashboard, Design, groupware, HCI, page:showcase, project:BrainstormingAtTabletops, software engineering, visualizations},
pubstate = {published},
tppubtype = {article}
}