Knight, D. B., & Brozina, C., & Stauffer, E. M., & Frisina, C., & Abel, T. D. (2015, June), Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory Design  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23824

\bibitem{asee_peer_23824}
  Knight, D. B., \& Brozina, C., \& Stauffer, E. M., \& Frisina, C., \& Abel, T. D. (2015, June), \emph{Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory Design}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23824

David B. Knight, Cory Brozina, Eric M. Stauffer, Chris Frisina, and Troy D. Abel.  "Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory Design".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23824 Internet.  24 Mar, 2023

\bibitem{asee_peer_23824}
  David B. Knight, Cory Brozina, Eric M. Stauffer, Chris Frisina, and Troy D. Abel.
  "Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory Design".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23824 Internet.  24 Mar, 2023

@INPROCEEDINGS{asee_peer_23824
author = "David B. Knight, Cory Brozina, Eric M. Stauffer, Chris Frisina, and Troy D. Abel"
title = "Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory Design"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23824}
number = {10.18260/p.23824}
}

TY  - CPAPER
AB  - Developing a Learning Analytics Dashboard for Undergraduate Engineering                       Using Participatory DesignA convergence of pressures has led researchers to seek innovative ways to measure and trackstudent learning outcomes and empirically identify the conditions that lead to their development.Learning analytics is an emerging field of inquiry that uses existing student traces to aggregateand illuminate student data through visualizations and dashboards in an attempt to improvelearning outcomes. Though there are currently efforts both in vendor and academic arenas to tryto understand the long-term learning and decision-making effects of such dashboards, thereappears to be a missed opportunity in the development of these dashboards in vivo using human-centered usability practices to develop these new tools for learning. Practices that select relevantdata traces and develop dashboards with learners instead of for learners may lead to strongerstudent self-efficacy, build on existing social learning theory, and benefit from perspectivesfound within human-centered design practices.Our interdisciplinary team of faculty and graduate students from engineering education,computer science, human computer interaction, human centered design, the learning sciences,and visual communications are following a mixed-methods, human-centered approach todashboard development that breaks new ground in learning analytics by involving the end usersthroughout the design and development process. In this paper we report findings from aparticipatory design session held with a group of eight engineering students enrolled in a firstyear general engineering course. The session’s protocol was organized to gather the followinginformation from the participants: 1) defining success as a university student, 2) identifyingpotential data streams and information, 3) usefulness of peer benchmarking data, 4) credibilityand ethical issues with learning analytics, and 5) students’ use of technology for learning.During the last third of the session, students split into teams and produced designs of a learningdashboard. The entire session was transcribed and coded by each member of our research teamusing NVivo, a qualitative data analysis software package.Results identified the features of learning dashboards that students deem necessary to spur theirinterest and engagement with the systems. Students repeatedly pointed to time elements as beingan important characteristic of a dashboard. They wanted to know how their personal time ontask related to their classmates’ time on task and saw value in incorporating scheduling or timemanagement into the dashboard. As these first year students were still early in their programsand adjusting to life on their own, they also pointed to how such a dashboard especially couldhelp with that transition, perhaps more so than with their in-class learning. Students alsodescribed various opt-in scenarios in which they would feel comfortable with the institutionutilizing their individual data in a dashboard learning environment. Findings from this work willinform future participatory design sessions with students and faculty, help our team developinitial wireframes of a student-driven dashboard, and help determine the data traces that willreceive our focus as we carry out learning analytics quantitative modeling.
AU  - David B. Knight
AU  - Cory Brozina
AU  - Eric M. Stauffer
AU  - Chris Frisina
AU  - Troy D. Abel
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory Design
UR  - https://peer.asee.org/23824
DO  - 10.18260/p.23824
ER  -