Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Abstract

Despite the recognition of the need to include practitioners in the design of learning analytics (LA), especially teacher input tends to come later in the design process rather than in the definition of the initial design agenda. This paper presents a case study of a design project tasked with developing LA tools for a reading game for primary school children. Taking a co-design approach, we use the Inspiration Cards Workshop to promote meaningful teacher involvement even for participants with low background in data literacy or experience in using learning analytics. We discuss opportunities and limitations of using the Inspiration Cards Workshops methodology, and particularly Inspiration Cards as a design tool, to inform future LA design efforts.