User-Centred Guidelines for the Design of Curriculum Analytics Dashboards

de Quincey, Ed; Parker, Martyn

Abstract

This chapter reports an investigation into the use of learning data to inform annual curriculum/module review and the curriculum development process. Utilising a user-centred design approach to understand current processes and stakeholders needs, 41 contextual interviews were undertaken across 9 subject areas. Thematic analysis of these interviews has identified a disparity between these needs and process implementation. Only rudimentary forms of learning analytics are currently being used to inform learning design, and the lack of purpose to the process itself means that it has limited value. Stakeholders do want to have access to richer forms of data to inform a “picture” of their students and their own learning and teaching practice, but current systems and processes do not support this. This analysis has then informed the design and implementation of an online curriculum analytics dashboard. An evaluation of the effectiveness of this dashboard in supporting reflection, review and learning design/curriculum enhancement was then conducted, which has underpinned the design of a set of stakeholder guidelines for both the design of curriculum analytics dashboards and how to embed learning analytics into annual programme/module review and learning design.

Citation

de Quincey, E., & Parker, M. (2021). User-Centred Guidelines for the Design of Curriculum Analytics Dashboards. . Springer. https://doi.org/10.1007/978-3-030-81222-5_23

• Online Publication Date: Dec 17, 2021
• Publication Date: 2021
• Deposit Date: Jun 2, 2023
• Publisher: Springer
• Pages: 497-525
• ISBN: 978-3-030-81221-8
• DOI: https://doi.org/10.1007/978-3-030-81222-5_23
• Additional Information: First Online: 17 December 2021