Authors:
Dabbebi Ines
1
;
Iksal Sebastien
2
;
Gilliot Jean-Marie
3
;
May Madeth
2
and
Garlatti Serge
3
Affiliations:
1
UBL, University of Maine, UBL and Telecom Bretagne, France
;
2
UBL and University of Maine, France
;
3
UBL and Telecom Bretagne, France
Keyword(s):
Learning Analytic Dashboard, Dashboard Generator, Dashboard Model, User’s Needs, Context.
Related
Ontology
Subjects/Areas/Topics:
Classroom Management
;
Computer-Supported Education
;
e-Learning
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning Analytics
;
Learning/Teaching Methodologies and Assessment
;
Mentoring and Tutoring
;
Metrics and Performance Measurement
;
Social Context and Learning Environments
;
Teacher Evaluation
Abstract:
Designing Learning Analytic (LA) dashboards can be a challenging and complex task when dealing with
abundant data generated from heterogeneous sources with various uses. On top of that, each dashboard is
designed in accordance with the user’s needs and their observational objectives. Therefore, understanding the
context of LA and its users is compulsory as it is part of the dashboard design approach.
Our research effort starts with an exploratory study of different contextual elements that could help us define
what an adaptive dashboard is and how it fulfills the user’s needs. To do so, we have conducted a needs
assessment to characterize the user profiles, their activities, their visualization preferences and objectives when
using a dedicated dashboard. In this paper, we introduce a conceptual model, which will be used to generate a
variety of LA dashboards. Our main goal is to provide users with adaptive dashboards, generated accordingly
to their context of use while satisfying the
users’ requirements. We also discussed the implementation process
of our first prototype as well as further improvements.
(More)