Abstract
| Original language | English |
|---|---|
| Title of host publication | Data Driven Approaches in Digital Education |
| Subtitle of host publication | 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings |
| Editors | Élise Lavoué , Hendrik Drachsler , Katrien Verbert , Julien Broisin , Mar Pérez-Sanagustín |
| Place of Publication | Cham |
| Publisher | Springer International Publishing AG |
| ISBN (Electronic) | 978-3-319-66610-5 |
| ISBN (Print) | 978-3-319-66609-9 |
| DOIs | |
| Publication status | Published - 1 Sep 2017 |
| Event | Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning: EC-TEL - Tallinn, Estonia Duration: 12 Sep 2017 → 15 Sep 2017 http://ectel2017.httc.de/index.php?id=777 |
Publication series
| Name | Lecture Notes in Computer Science (LNCS) |
|---|---|
| Publisher | Springer |
| Volume | 10474 |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Conference
| Conference | Data Driven Approaches in Digital Education |
|---|---|
| Country | Estonia |
| City | Tallinn |
| Period | 12/09/17 → 15/09/17 |
| Internet address |
Fingerprint
Keywords
- learning dashboards
- learning theory
- learning analytics
- systematic review
- learning science
- social comparison
- competition
Cite this
}
Awareness is not enough. Pitfalls of learning analytics dashboards in the educational practice. / Jivet, Ioana; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus.
Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. ed. / Élise Lavoué; Hendrik Drachsler; Katrien Verbert; Julien Broisin; Mar Pérez-Sanagustín. Cham : Springer International Publishing AG, 2017. (Lecture Notes in Computer Science (LNCS); Vol. 10474).Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review
TY - GEN
T1 - Awareness is not enough. Pitfalls of learning analytics dashboards in the educational practice
AU - Jivet, Ioana
AU - Scheffel, Maren
AU - Drachsler, Hendrik
AU - Specht, Marcus
N1 - DS_Citation:Jivet, I., Scheffel, M., Drachsler, H., & Specht, M. (2017). Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice. In E. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science, vol 10474 (pp. 82-96). Springer, Cham.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - It has been long argued that learning analytics has the potential to act as a "middle space" between the learning sciences and data analytics, creating technical possibilities for exploring the vast amount of data generated in online learning environments. One common learning analytics intervention is the learning dashboard, a support tool for teachers and learners alike that allows them to gain insight into the learning process. Although several related works have scrutinised the state-of-the-art in the eld of learning dashboards, none have addressed the theoretical foundation that should inform the design of such interventions. In this systematic literature review, we analyse the extent to which theories and models from learning sciences have been integrated into the development of learning dashboards aimed at learners. Our critical examination reveals the most common educational concepts and the context in which they have been applied. We find evidence that current designs foster competition between learners rather than knowledge mastery, offering misguided frames of reference for comparison.
AB - It has been long argued that learning analytics has the potential to act as a "middle space" between the learning sciences and data analytics, creating technical possibilities for exploring the vast amount of data generated in online learning environments. One common learning analytics intervention is the learning dashboard, a support tool for teachers and learners alike that allows them to gain insight into the learning process. Although several related works have scrutinised the state-of-the-art in the eld of learning dashboards, none have addressed the theoretical foundation that should inform the design of such interventions. In this systematic literature review, we analyse the extent to which theories and models from learning sciences have been integrated into the development of learning dashboards aimed at learners. Our critical examination reveals the most common educational concepts and the context in which they have been applied. We find evidence that current designs foster competition between learners rather than knowledge mastery, offering misguided frames of reference for comparison.
KW - learning dashboards
KW - learning theory
KW - learning analytics
KW - systematic review
KW - learning science
KW - social comparison
KW - competition
U2 - 10.1007/978-3-319-66610-5_7
DO - 10.1007/978-3-319-66610-5_7
M3 - Conference article in proceeding
SN - 978-3-319-66609-9
T3 - Lecture Notes in Computer Science (LNCS)
BT - Data Driven Approaches in Digital Education
A2 - , Élise Lavoué
A2 - , Hendrik Drachsler
A2 - , Katrien Verbert
A2 - , Julien Broisin
A2 - , Mar Pérez-Sanagustín
PB - Springer International Publishing AG
CY - Cham
ER -