Human-centred learning analytics

Learning analytics is defined as “measurement, collection, analysis and reporting of data about learners and their contexts for understanding and optimizing learning and the environments in which it occurs” (Siemens & Long, 2011). Human-centred approaches enable learners to engage in learning sustainably (Tsai & Martinez-Maldonado, 2022) throughout the learning process. Effective learning analytics must consider a range of human factors, various why and how they will be used (Buckingham Shum et al., 2019). Human-centred learning analytics aims to support learners by providing contextualized and personalized information leading to participatory and co-design practice. The human-centred approach aims to keep learners engaged and motivated, provide learners with a better learning experience, maintain learners’ interest, motivation, and engagement, and nurture positive attitudes, emotions, and identity development (Goodwell & Kolodner, 2023).

Human-centred design

Design thinking is “a methodology that imbues the full spectrum of innovation activities with a human-centred design ethos” (Brown, 2008). Standford d school and Ideo use design thinking and human-centred design interchangeably by defining “Design Thinking and Human-Centered Design is a structured exploratory approach putting the human being at the center to solve complex problems and/or crate innovative products and services” (Wind4Change, 2023). Brown (2008) posits that the design thinking process must pass three phases: inspiration (prepare and empathy), ideation (define and ideate), and implementation (prototype, test, and launch), as shown in Figure 7. Human-centred design is based on techniques that communicate, interact, empathize and stimulate the people involved to understand their needs, desires and experiences (Giacomin, 2014). Design thinking is iterating design into the design process. Design thinking consists of three phases and seven steps as a non-linear and iterative process.

References 

Brown, T. (2008). Design Thinking. Harvard Business Review, 86(6), 84-92. https://hbr.org/2008/06/design-thinking

Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1-9. https://doi.org/10.18608/jla.2019.62.1

Siemens, G., & Long, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 5, 30-32. https://doi.org/10.17471/2499-4324/195