Abstract:

There is a huge potential for the use of big data and analytics in higher education (Chaurasia et al., 2018; Daniel, 2015). The value of such learning analytics is often determined by the level of impact it has on student growth. However, positive impact is only possible when students are engaged with the analytics and use the same to inform their learning. While many analytics tools are designed for use in Learning Management Systems (LMS) by students directly, there is a constant tension between designers’ intentions and students’ perceptions of the tool. Subsequently, the tools are seldom used effectively. To address this challenge, this paper proposes consciously engaging students in the co-design of these tools.

The motivations for such co-design work include:
(i) Real-time feedback
(ii) Epistemic agency and
(iii) Equity and choice.

Drawing on these principles, this research takes students through personalized data-value chain analysis on the decisions they need to make to be successful as a learner in a higher education data analytics online course. Data was collected through student survey, class artifacts generated, group interviews and reflections. Results from the participatory learning analytics design process are presented in this paper, alongside a discussion on the challenges and limitations of the process. While time and scope were challenging, students expressed greater epistemic engagement with the data and increased reflection on their learning though this process. These findings have implications for both better analytics’ design and more conscious engagement with dashboards through reflection and communication in the classroom.

References:
[1] Chaurasia, S. S., Kodwani, D., Lachhwani, H., & Ketkar, M. A. (2018). Big data academic and learning analytics: Connecting the dots for academic excellence in higher education. International Journal of Educational Management.
[2] Daniel, B. (2015). B ig D ata and analytics in higher education: Opportunities and challenges. British journal of educational technology, 46(5), 904-920.

Keywords:

Online learning, learning analytics, co-design, epistemic agency.