TY - GEN
T1 - Using Participatory Design Studies to Collaboratively Create Teacher Dashboards
AU - Dey, Indrani
AU - Dickler, Rachel
AU - Hirshfield, Leanne
AU - Goss, William
AU - Tissenbaum, Mike
AU - Puntambekar, Sadhana
N1 - Acknowledgements. We thank the teachers who participated in our studies. The research described in this paper has been partially funded by NSF grants #2019805, #2010357, and #2010483.
PY - 2022
Y1 - 2022
N2 - Classroom orchestration requires teachers to concurrently manage multiple activities across multiple social levels (individual, group, and class) and under various constraints. Real-time dashboards can support teachers; however, designing actionable dashboards is a huge challenge. This paper describes a participatory design study to identify and inform critical features of a dashboard for displaying relevant, actionable, real-time data. We leveraged a Sense-Assess-Act framework to present dashboard mockups to teachers for feedback. Although the participating teachers differed in how they would use the presented information (during class or after class as a post hoc analysis tool), two common emerging themes were that they wanted to use the data to a) better support their students and b) to make broader instructional decisions. We present data from our study and propose a customizable, mobile dashboard, that can be adapted to a teacher’s specific needs at a specific time, to help them better facilitate learning activities.
AB - Classroom orchestration requires teachers to concurrently manage multiple activities across multiple social levels (individual, group, and class) and under various constraints. Real-time dashboards can support teachers; however, designing actionable dashboards is a huge challenge. This paper describes a participatory design study to identify and inform critical features of a dashboard for displaying relevant, actionable, real-time data. We leveraged a Sense-Assess-Act framework to present dashboard mockups to teachers for feedback. Although the participating teachers differed in how they would use the presented information (during class or after class as a post hoc analysis tool), two common emerging themes were that they wanted to use the data to a) better support their students and b) to make broader instructional decisions. We present data from our study and propose a customizable, mobile dashboard, that can be adapted to a teacher’s specific needs at a specific time, to help them better facilitate learning activities.
KW - Orchestration
KW - Participatory design
KW - Teacher dashboard
UR - http://www.scopus.com/inward/record.url?scp=85135901554&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85135901554&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-11647-6_103
DO - 10.1007/978-3-031-11647-6_103
M3 - Conference contribution
AN - SCOPUS:85135901554
SN - 9783031116469
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 506
EP - 509
BT - Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium - 23rd International Conference, AIED 2022, Proceedings
A2 - Rodrigo, Maria Mercedes
A2 - Matsuda, Noburu
A2 - Cristea, Alexandra I.
A2 - Dimitrova, Vania
PB - Springer
T2 - 23rd International Conference on Artificial Intelligence in Education, AIED 2022
Y2 - 27 July 2022 through 31 July 2022
ER -