부산대학교 도서관

This study aims to specifically describe a co-design procedure for implementing human-centered learning analytics using the case study approach. Learning design and digital learning tools including dashboard for learning analytics were developed for teaching and learning settings in elementary and secondary schools. The learning engineering team that participated in the co-design process was comprised of six educational field experts, two educational administrators, five researchers, and three technicians. The co-design procedure included (1) Understanding Together, (2) Creating Together (Phase 1), (3) Applying Together, and (4) Creating Together (Phase 2). In the first phase, the needs and expectations of the learning engineering team members were identified and aligned through literature review and a co-design workshop. In the second phase, a co-design workshop was conducted to build learning scenarios that would serve as the foundation for learning design recommendations for learning analytics. In the third phase, the scenarios were implemented in a classroom context and the results of the implementation were examined. Lesson plans and learning tools for learning analytics were prototyped during the final phase. The implications of these findings for human-centered learning analytics practice were discussed.