The Human Argument: Finding a space for teachers voices in the design of learning platforms

Phillip Newton

Keywords

Learning Analytics, SoTL, human-centred design, Mobile Learning, Theory of Change, Communities of Practice

Rationale

This abstract describes elements of a Scholarship of Teaching and Learning project at a prominent technical training institute in Saudi Arabia.

Last year, the institute made a substantial investment in mobile learning technology. Tablets were deployed in classrooms and linked to a Learning Management System (LMS). Courseware underwent a digital transformation that produced Learner Analytics data, and the Educational Management System (EMS) was redesigned to track student engagement.

However, a year later, concerns were raised that the technology was not being used to its potential in the classroom, and analytics were not being generated to support the transformation stakeholders envisioned.

There are several potential reasons for this; for instance, the LMS and analytics dashboards were designed by IT programmers with little background in education and may be difficult for teachers to navigate. The drivers behind the change were top-down, which may have resulted in a confused approach to the roll-out of the technology.

A human-centred design approach is needed to address such issues (Buckingham Shum et al., 2019) where teachers provide the requirements for the technology that supports their classroom approaches.

A better understanding of praxis at its intersection with LA at the institute is needed to achieve this. This research project aims to provide a rich picture of LA use at the institute, hoping to promote a shift towards bottom-up drivers of change.

Method

It is difficult to break down the classroom’s fourth wall and understand how teachers use technology. There are restrictions on classroom video recording, and peer observations can be off-putting and disruptive for teachers. The institute is busy, and demands on teachers’ time are considerable. Any research approach needs to be sensitive to these issues.

Data collection will be completed in 3 phases. A short digital Mobile Learning Readiness Survey (MLRS) (Christensen and Knezek, 2017) was used to gauge teachers’ enthusiasm for technology. However, complementary qualitative approaches were needed to gain a richer picture.

Semi-structured mobile diaries offer the opportunity to gain insight into the use of learning analytics in situ while mitigating disruption. Thematic analysis of diary data provides direction for the next research stage: focus groups.

The focus groups will be held during the time allocated to weekly teacher pod meetings. This approach allows for leveraging existing Community of Practice activities to collect the data necessary to build a rich picture to answer the RQs.

Results

The MLRS indicated positive attitudes toward the use of mobile devices in learning. Results also suggest that teachers do not see the technology as changing their approach in the classroom.

These insights will inform the structured questions guiding participants’ digital diary entries. Focus groups are organized for late April.

The results may confirm the enthusiasm for TEL but the need for more training or orientation. It will hopefully offer a

Conclusions

Teachers can often be overlooked in transformational changes, especially those involving technology.  This can be compounded in vocational training organizations managed by executives with a background in engineering rather than education.

For TEL integration to succeed, teachers must have a say in the design and selection of the technology they use. Their voices should direct the design of analytic dashboards and the data they produce. Inclusive mechanisms such as Theories of Change that feed off well-developed CoPs are needed to ensure that there is a place for them to be heard.