The interaction and interface design of Learning Analytics systems is often based upon the ability of the developer to extract information from disparate sources and not on the types of data and interpretive needs of the user. Current systems also tend to focus on the educator’s view and very rarely involve the user in the development process. From using HCI methods, we have found that learners want to be able to access an overarching view of their previous, current and future learning activity. We propose that the only way of truly creating a personalised, supportive system of education is to place the learner at the centre, giving them control of their own Learner Analytics.
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Document Type: Research Article
School of Computing and Mathematics, Keele University, Staffordshire, UK; [email protected]
School of Computing and Mathematics, Keele University, Staffordshire, UK
January 1, 2016