Learning from Notes: organizational issues in groupware implementation
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
Contextual design: defining customer-centered systems
Contextual design: defining customer-centered systems
The Appropriation of Interactive Technologies: Some Lessons from Placeless Documents
Computer Supported Cooperative Work
The pulse of learning analytics understandings and expectations from the stakeholders
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Bridging the gap from knowledge to action: putting analytics in the hands of academic advisors
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Appropriation by unanticipated users: looking beyond design intent and expected use
Proceedings of the 2013 conference on Computer supported cooperative work
Issues, challenges, and lessons learned when scaling up a learning analytics intervention
Proceedings of the Third International Conference on Learning Analytics and Knowledge
| Hi-index | 0.00 |
This paper reports findings from the implementation of a learning analytics-powered Early Warning System (EWS) by academic advisors who were novice users of data-driven learning analytics tools. The information collected from these users sheds new light on how student analytic data might be incorporated into the work practices of advisors working with university students. Our results indicate that advisors predominantly used the EWS during their meetings with students---despite it being designed as a tool to provide information to prepare for meetings and identify students who are struggling academically. This introduction of an unintended audience brings significant design implications to bear that are relevant for learning analytics innovations.