Designing translucent learning analytics with teachers: an elicitation process
Roberto Martínez‐Maldonado, Doug Elliott, Carmen Axisa, Tamara Power, Vanessa Echeverría, Simon Buckingham Shum
Abstract
Learning Analytics (LA) systems can offer new insights into learners’ behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal co-design process for LA systems. Inspired by the notion of translucence, this paper presents LAT-EP (Learning Analytics Translucence Elicitation Process), a five-step process to design for the effective use of translucent LA systems. LAT-EP was operationalised in an authentic multimodal learning analytics (MMLA) study in the context of teamwork in clinical simulation. Results of this process are illustrated through a series of visual proxies co-designed with teachers, each presenting traces of social, physical, affective and epistemic evidence captured while teams of student nurses practised clinical skills in a simulated hospital setting.