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Authors: Mohamed Ez-zaouia 1 ; Aurélien Tabard 2 and Elise Lavoué 3

Affiliations: 1 University of Lyon, Université Jean Moulin Lyon 3, Iaelyon School of Management, France, CNRS, LIRIS UMR5205, F-69621 Lyon, France, Woonoz, Lyon, France ; 2 University of Lyon, Université Claude Bernard Lyon, France, CNRS, LIRIS UMR5205, F-69621 Lyon, France ; 3 University of Lyon, Université Jean Moulin Lyon 3, Iaelyon School of Management, France, CNRS, LIRIS UMR5205, F-69621 Lyon, France

ISBN: 978-989-758-417-6

ISSN: 2184-5026

Keyword(s): Learning, Dashboards, Design Study, Field Study.

Abstract: Teachers mixing in-class and remote online learning activities face numerous challenges in monitoring learners’ online activity and progress, especially when preparing in-class interventions. We present a design study of PROGDASH, a dashboard enabling teachers to monitor learners’ activity on an online grammar and spelling learning platform. We designed PROGDASH based on interviews with seven teachers to understand their needs, and we collaboratively iterated on design prototypes. We conducted a three-month field deployment with 17 teachers, collecting logs, diaries, and interview data to evaluate how PROGDASH informed their practices. Our findings extend prior work on teachers’ practices using dashboards: teachers found PROGDASH actionable to devise informed pedagogical practices: monitoring, conducting assessments, planning interventions, sharing in-class, providing debriefing and feedback. Based on our findings, we suggest directions on how dashboards could effectively support tea chers in schools using online learning platforms in authentic settings. (More)

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Paper citation in several formats:
Ez-zaouia, M.; Tabard, A. and Lavoué, E. (2020). PROGDASH: Lessons Learned from a Learning Dashboard In-the-wild. In Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-417-6 ISSN 2184-5026, pages 105-117. DOI: 10.5220/0009424801050117

@conference{csedu20,
author={Mohamed Ez{-}zaouia. and Aurélien Tabard. and Elise Lavoué.},
title={PROGDASH: Lessons Learned from a Learning Dashboard In-the-wild},
booktitle={Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2020},
pages={105-117},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0009424801050117},
isbn={978-989-758-417-6},
issn={2184-5026},
}

TY - CONF

JO - Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - PROGDASH: Lessons Learned from a Learning Dashboard In-the-wild
SN - 978-989-758-417-6
IS - 2184-5026
AU - Ez-zaouia, M.
AU - Tabard, A.
AU - Lavoué, E.
PY - 2020
SP - 105
EP - 117
DO - 10.5220/0009424801050117

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