Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–AI Complementarity

Kenneth Holstein
Bruce M. McLaren
Vincent Aleven

Abstract


Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article reports on the iterative co-design, development, and classroom evaluation of Konscia, a wearable, real-time awareness tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires new kinds of prototyping methods. We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping LA tools. This work presents the first end-to-end demonstration of how non-technical stakeholders can participate throughout the whole design process for a complex LA system—from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude by providing methodological recommendations for future LA co-design efforts.



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DOI: https://doi.org/10.18608/jla.2019.62.3

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