Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems.
|Title of host publication||Research on E-Learning and ICT in Education|
|Subtitle of host publication||Technological, Pedagogical and Instructional Perspectives|
|Editors||Thrasyvoulos Tsiatsos, Stavros Demetriadis , Anastasios Mikropoulos , Vasileios Dagdilelis|
|Place of Publication||Cham Switzerland|
|Number of pages||20|
|Publication status||Published - 2021|