Ahn, J., Campos, F., Hays, M., & DiGiacomo, D. (2019). Designing in Context: Reaching beyond Usability in Learning Analytics Dashboard Design. Journal of Learning Analytics, 6(2), 70-85.
Aleven, V., Xhakaj, F., Holstein, K., & McLaren, B. M. (2016). Developing a teacher dashboard for use with intelligent tutoring systems. technology, In 4th International Workshop on Teaching Analytics at EC-TEL 16.
Brun, A., Bonnin, G., Castagnos, S., Roussanaly, A., & Boyer, A. (2019). Learning analytics made in France: the METAL project. The International Journal of Information and Learning Technology..
Chevreux, H., Henríquez, V., Guerra, J., & Scheihing, E. (2019, September). Agile development of learning analytics tools in a rigid environment like a university: Benefits, challenges and strategies. In European Conference on Technology Enhanced Learning (pp. 705-708). Springer, Cham.
Daily, S. B., James, M. T., Roy, T., & Darnell, S. S. (2015). EngageMe: Designing A Visualization Tool Utilizing Physiological Feedback to Support Instruction. Technology, Instruction, Cognition & Learning, 10(2).
De Laet, T., Broos, T., Wullaert, I., Cosemans, A., & Craenen, K. (2020). Fertile breeding ground for learning analytics at scale: the KU Leuven approach. In Companion Proceedings of the 2020 Learning Analytics and Knowledge Conference.
de Quincey, E., Briggs, C., Kyriacou, T., & Waller, R. (2019, March). Student centred design of a learning analytics system. In Proceedings of the 9th international conference on learning analytics & knowledge (pp. 353-362).
Dollinger, M., Liu, D., Arthars, N., & Lodge, J. (2019). Working together in learning analytics towards the co-creation of value. Journal of Learning Analytics, 6(2), 10-26.
Durall, E., & Leinonen, T. (2015). Feeler: supporting awareness and reflection about learning through EEG data. In ARTEL@ EC-TEL (pp. 67-73).
Durall, E., Leinonen, T., Gros, B., & Rodriguez-Kaarto, T. (2017). Reflection in learning through a self-monitoring device: Design research on EEG self-monitoring during a study session. Designs for Learning, 9(1), 10-20.
Dziubak, V., Lafreniere, B., Grossman, T., Bunt, A., & Fitzmaurice, G. (2018, October). Maestro: Designing a system for real-time orchestration of 3d modeling workshops. In Proceedings of the 31st Annual ACM Symposium on User Interface Software and Technology (pp. 287-298).
Eradze, M., & Laanpere, M. (2017, September). Lesson observation data in learning analytics datasets: Observata. In European Conference on Technology Enhanced Learning (pp. 504-508). Springer, Cham.
Eradze, M., Rodriguez Triana, M. J., & Laanpere, M. (2017). Semantically annotated lesson observation data in learning analytics datasets: a reference model. Interaction Design and Architecture (s) Journal-IxD&A, 33(ARTICLE), 75-91.
Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C., & Knight, S. (2017, March). Reflective writing analytics for actionable feedback. In Proceedings of the seventh international learning analytics & knowledge conference (pp. 153-162).
Gilliot, J. M., Iksal, S., Medou, D. M., & Dabbebi, I. (2018, October). Participatory design of learning analytics dashboards. In Proceedings of the 30th Conference on l'Interaction Homme-Machine (pp. 119-127)..
Gras, B., Brun, A., & Boyer, A. (2020, March). For and by student dashboards design to address dropout. In Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20), Workshop on Addressing Drop-Out Rates in Higher Education (ADORE'20).
Guerra, J., Huichal, I., Scheihing, E., Henríquez, V. (2019). Adopting Learning Analytics at Universidad Austral de Chile. In European Conference on Technology Enhanced Learning (pp. 765-768). Springer, Cham.
Guerra, J., Ortiz-Rojas, M., Zúñiga‐Prieto, M. A., Scheihing, E., Jiménez, A., Broos, T., ... & Verbert, K. (2020). Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities. In Companion Proceedings of the 2020 Learning Analytics and Knowledge Conference (LAK19), 935-946.
Guerra, J., Ortiz-Rojas, M., Zúñiga‐Prieto, M. A., Scheihing, E., Jiménez, A., Broos, T., ... & Verbert, K. (2020). Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities. British Journal of Educational Technology, 51(4), 973-1001.
Gutierrez-Santos, S., Geraniou, E., Pearce-Lazard, D., & Poulovassilis, A. (2012). Design of teacher assistance tools in an exploratory learning environment for algebraic generalization. IEEE Transactions on Learning Technologies, 5(4), 366-376
Harrer, A., Irgang, T., Lingnau, A., Sattes, N., & Pfahler, K. (2013, October). The metafora design principles for a collaborative, interoperable learning framework. In International Conference on Collaboration and Technology (pp. 192-207). Springer, Berlin, Heidelberg.
Herder, T., Swiecki, Z., Fougt, S. S., Tamborg, A. L., Allsopp, B. B., Shaffer, D. W., & Misfeldt, M. (2018, March). Supporting teachers' intervention in students' virtual collaboration using a network-based model. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 21-25).
Holstein, K., Xhakaj, F., Aleven, V., & McLaren, B. (2016). Luna: a dashboard for teachers using intelligent tutoring systems. Education, 60(1), 159-171
Holstein, K., McLaren, B. M., & Aleven, V. (2017, March). Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms. In Proceedings of the seventh international learning analytics & knowledge conference (pp. 257-266).
Holstein, K., Hong, G., Tegene, M., McLaren, B. M., & Aleven, V. (2018, March). The classroom as a dashboard: co-designing wearable cognitive augmentation for K-12 teachers. In Proceedings of the 8th international conference on learning Analytics and knowledge (pp. 79-88).
Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-designing a real-time classroom orchestration tool to support teacher–AI complementarity. Journal of Learning Analytics, 6(2), 27-52.
Hoppenbrouwers, N., Broos, T., & De Laet, T. Less (context) is more? Evaluation of a positioning test feedback dashboard for aspiring students.In Companion Proceedings LAK 2019.
Khosravi, H., Sadiq, S., & Gasevic, D. (2020, February). Development and adoption of an adaptive learning system: Reflections and lessons learned. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 58-64)..
Kiili, K., & Tuomi, P. (2019, November). Teaching educational game design: Expanding the game design mindset with instructional aspects. In International Conference on Games and Learning Alliance (pp. 103-113). Springer, Cham..
Kilińska, D., Kobbelgaard, F. V., & Ryberg, T. (2019). Learning analytics features for improving collaborative writing practices: Insights into the students’ perspective. In Digital Turn in Schools—Research, Policy, Practice (pp. 69-81). Springer, Singapore.
Knight, D. B., Brozina, C., Stauffer, E. M., Frisina, C., & Abel, T. (2015, June). Developing a learning analytics dashboard for undergraduate engineering using participatory design. In Proceedings of the 122nd Annual Conference of the American Society for Engineering Education (p. 23824).
Knight, S., & Anderson, T. D. (2016). Action-oriented, Accountable, and Inter (Active) Learning Analytics for Learners. In LAL@ LAK (pp. 47-51).
Knight, S., Shum, S. B., Ryan, P., Sándor, Á., & Wang, X. (2018). Designing academic writing analytics for civil law student self-assessment. International Journal of Artificial Intelligence in Education, 28(1), 1-28.
Knox, J. (2017)a. Playing with student data: The Learning Analytics Report Card (LARC). LAK 2017 Practitioner Track Proceedings.
Knox, J. (2017)b. Data power in education: Exploring critical awareness with the “Learning Analytics Report Card”. Television & New Media, 18(8), 734-752.
Laanpere, M., Põldoja, H., & Normak, P. (2012, July). Designing dippler—A next-generation TEL system. In IFIP WG 3.4 International Conference on Open and Social Technologies for Networked Learning (pp. 91-100). Springer, Berlin, Heidelberg.
Laanpere, M., Pata, K., Normak, P., & Põldoja, H. (2014). Pedagogy-driven design of digital learning ecosystems. Computer Science and Information Systems, 11(1), 419-442.
Lallimo, J. & Sjoblom, A. (2020). Student-centered development of Learning Analytics at an Higher Education Institution. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (LAK’20). Society for Learning Analytics Research.
Liaqat, A., Axtell, B., Munteanu, C., & Epp, C. D. (2018). Contextual Inquiry, Participatory Design, and Learning Analytics: An Example. In Companion Proceedings 8th International Conference on Learning Analytics & Knowledge.
Liu, D. Y. T., Bartimote-Aufflick, K., Pardo, A., & Bridgeman, A. J. (2017). Data-driven personalization of student learning support in higher education. In Learning analytics: Fundaments, applications, and trends (pp. 143-169). Springer, Cham
Loftus, M. & Madden, M. G. (2018). Probabilistic Graphical Models as Personalised Feedback. In Companion Proceedings of the 2018 Learning Analytics and Knowledge Conference.
Loftus, M., & Madden, M. G. (2020). A pedagogy of data and Artificial Intelligence for student subjectification. Teaching in Higher Education, 25(4), 456-475.
Maldonado-Mahauad, J., Hilliger, I., De Laet, T., Millecamp, M., Verbert, K., Ochoa, X., & Pérez-Sanagustín, M. (2018, March). The LALA project: Building capacity to use learning analytics to improve higher education in Latin America. In companion proceedings of the 8th international learning analytics & knowledge conference (pp. 630-637).
Martinez-Maldonado, R., Kay, J., & Yacef, K. (2011). Visualisations for longitudinal participation, contribution and progress of a collaborative task at the tabletop..
Martinez-Maldonado, R., Kay, J., Yacef, K., & Schwendimann, B. (2012, June). An interactive teacher’s dashboard for monitoring groups in a multi-tabletop learning environment. In International Conference on Intelligent Tutoring Systems (pp. 482-492). Springer, Berlin, Heidelberg.
Martinez-Maldonado, R., Kay, J., Yacef, K., Edbauer, M. T., & Dimitriadis, Y. (2013). MTClassroom and MTDashboard: supporting analysis of teacher attention in an orchestrated multi-tabletop classroom.
Martinez-Maldonado, R., Clayphan, A., Yacef, K., & Kay, J. (2014). MTFeedback: providing notifications to enhance teacher awareness of small group work in the classroom. IEEE Transactions on Learning Technologies, 8(2), 187-200.
Martinez-Maldonado, R. (2019). A handheld classroom dashboard: Teachers’ perspectives on the use of real-time collaborative learning analytics. International Journal of Computer-Supported Collaborative Learning, 14(3), 383-411.
Martinez-Maldonado, R., Echeverria, V., Fernandez Nieto, G., & Buckingham Shum, S. (2020, April). From Data to Insights: A Layered Storytelling Approach for Multimodal Learning Analytics. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-15).
Mavrikis, M., Gutierrez-Santos, S., & Poulovassilis, A. (2016, April). Design and evaluation of teacher assistance tools for exploratory learning environments. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 168-172).
Michos, K., Hernández‐Leo, D., & Albó, L. (2018). Teacher‐led inquiry in technology‐supported school communities. British Journal of Educational Technology, 49(6), 1077-1095.
Michos, K., & Hernández-Leo, D. (2020). CIDA: A collective inquiry framework to study and support teachers as designers in technological environments. Computers & Education, 143, 103679.
Michos, K., Lang, C., Hernández-Leo, D., & Price-Dennis, D. (2020, March). Involving teachers in learning analytics design: lessons learned from two case studies. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 94-99).
Millecamp, M., Gutiérrez, F., Charleer, S., Verbert, K., & De Laet, T. (2018, March). A qualitative evaluation of a learning dashboard to support advisor-student dialogues. In Proceedings of the 8th international conference on learning analytics and knowledge (pp. 56-60).
Mutahi, J., Bent, O., Kinai, A., Weldemariam, K., Sengupta, B., & Contractor, D. (2015). Seamless blended learning using the cognitive learning companion: A systemic view. IBM Journal of Research and Development, 59(6), 8-1.
Pearce-Lazard, D., Poulovassilis, A., & Geraniou, E. (2010, September). The design of teacher assistance tools in an exploratory learning environment for mathematics generalisation. In European Conference on Technology Enhanced Learning (pp. 260-275). Springer, Berlin, Heidelberg
Pishtari, G. & Rodriguez-Triana, M. J., (2020). Toward the Design of a Learning Analytics for Learning Design Dashboard in Location-based Learning. In Companion proceedings of the 10th international learning analytics and knowledge conference (pp. 409-412). SoLAR.
Prestigiacomo, R., Hadgraft, R., Hunter, J., Locker, L., Knight, S., van den Hoven, E., & Martinez-Maldonado, R. (2020, March). Learning-centred translucence: an approach to understand how teachers talk about classroom data. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 100-105).
Prieto-Alvarez, C., Echeverria, V., Anderson, T. & Martinez Maldonado, R. (2018a). Collaborative Personas for Crafting Learners Stories for Learning Analytics Design. LAK 2018. Workshop Participatory Design for Learning Analytics at International Conference on Learning Analytics and Knowledge LAK'18 Practitioner Track Proceedings.
Prieto-Alvarez, C. G., Martinez-Maldonado, R., & Shum, S. B. (2018b, December). Mapping learner-data journeys: Evolution of a visual co-design tool. In Proceedings of the 30th Australian Conference on Computer-Human Interaction (pp. 205-214).
Prieto-Álvarez, C. G.., Martinez-Maldonado, R., & Anderson, T. D. (2019). Co-designing learning analytics tools with learners. In Learning analytics in the classroom: Translating learning analytics research for teachers (pp. 93-110). Routledge/Taylor & Francis Group.
Prieto-Alvarez, C. G., Martinez-Maldonado, R., & Shum, S. B. (2020, March). LA-DECK: A card-based learning analytics co-design tool. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 63-72).
Põldoja, H., Duval, E., & Leinonen, T. (2016). Design and evaluation of an online tool for open learning with blogs. Australasian Journal of Educational Technology, 32(2).
Poulovassilis, A. (2019). Awareness Tools for Teachers to Support Students’ Exploratory Learning: Challenges and Design. In Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment (pp. 289-307). Springer, Cham.
Rodríguez-Triana, M. J., Martínez-Monés, A., Asensio-Pérez, J. I., & Dimitriadis, Y. (2012, September). Towards a monitoring-aware design process for CSCL scripts. In International Conference on Collaboration and Technology (pp. 223-236). Springer, Berlin, Heidelberg.
Rodríguez-Triana, M. J., Govaerts, S., Halimi, W., Holzer, A., Salzmann, C., Vozniuk, A., ... & Gillet, D. (2014, November). Rich open educational resources for personal and inquiry learning: Agile creation, sharing and reuse in educational social media platforms. In 2014 International Conference on Web and Open Access to Learning (ICWOAL) (pp. 1-6). IEEE..
Rodríguez-Triana, M. J., Martínez-Monés, A., Asensio-Pérez, J. I., & Dimitriadis, Y. (2015). Monitoring-Aware Learning Design Process: Pilot Studies in Authentic CSCL Scenarios. Computing and Informatics, 34(3), 615-651.
Sansom, R. L., Bodily, R., Bates, C. O., & Leary, H. (2020). Increasing Student Use of a Learner Dashboard. Journal of Science Education and Technology, 29(3), 386-398.
Sarmiento, J. P., Campos, F., & Wise, A. (2020). Engaging students as co-designers of learning analytics. In Companion proceedings of the 10th international learning analytics and knowledge conference (pp. 29-32). SoLAR.
Schmitz, M., Scheffel, M., van Limbeek, E., Bemelmans, R., & Drachsler, H. (2018, September). “Make It Personal!”-Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool. In European Conference on Technology Enhanced Learning (pp. 297-310). Springer, Cham.
Sclater, N. (2016). Developing a code of practice for learning analytics. Journal of Learning Analytics, 3(1), 16-42.
Shibani, A., Knight, S., & Shum, S. B. (2019, March). Contextualizable learning analytics design: A generic model and writing analytics evaluations. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 210-219).
Shibani, A., Knight, S., & Shum, S. B. (2020). Educator perspectives on learning analytics in classroom practice. The Internet and Higher Education, 46, 100730.
Shum, S. B., Sándor, Á., Goldsmith, R., Wang, X., Bass, R., & McWilliams, M. (2016, April). Reflecting on reflective writing analytics: Assessment challenges and iterative evaluation of a prototype tool. In Proceedings of the sixth international conference on learning analytics & knowledge (pp. 213-222)..
Shum, S. B., Sándor, Á., Goldsmith, R., Bass, R., & McWilliams, M. (2017). Towards reflective writing analytics: Rationale, methodology and preliminary results. Journal of Learning Analytics, 4(1), 58-84..
Shum, S. B., Echeverria, V., & Martinez-Maldonado, R. (2019, October). The Multimodal Matrix as a Quantitative Ethnography Methodology. In International Conference on Quantitative Ethnography (pp. 26-40). Springer, Cham
Slotta, J. D., Tissenbaum, M., & Lui, M. (2013, April). Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure. In Proceedings of the third international conference on learning analytics and knowledge (pp. 270-274).
Tissenbaum, M., & Slotta, J. (2019). Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents. International Journal of Computer-Supported Collaborative Learning, 14(3), 325-351.
Väljataga, T., Pata, K., & Tammets, K. (2011). Considering students’ perspectives on personal and distributed learning environments in course design. In Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 85-108). IGI Global.
Valkanova, N., Cukurova, M., Berner, A., Avramides, K., & Mavrikis, M. (2016, January). Opening the Black Box of Practice-Based Learning: Human-Centred Design of Learning Analytics. In CrossLAK (pp. 40-46).
Van Leeuwen, A., Rummel, N., Holstein, K., McLaren, B. M., Aleven, V., Molenaar, I., ... & Segal, A. (2018). Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it?. Symposium. ICLS 2018. International Society of the Learning Sciences, Inc.[ISLS].
Van Leeuwen, A., Rummel, N., & Van Gog, T. (2019). What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?. International Journal of Computer-Supported Collaborative Learning, 14(3), 261-289.
Van Leeuwen, A., & Rummel, N. (2020, March). Comparing teachers' use of mirroring and advising dashboards. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 26-34).
Vermeulen, M., Karami, A., Fleury, A., Bouchet, F., Mandran, N., Laval, J., & Labat, J. M. (2019, September). APACHES: Human-Centered and Project-Based Methods in Higher Education. In European Conference on Technology Enhanced Learning (pp. 683-687). Springer, Cham.
Vesin, B., Mangaroska, K., & Giannakos, M. (2018). Learning in smart environments: user-centered design and analytics of an adaptive learning system. Smart Learning Environments, 5(1), 24.
Vezzoli, Y., Mavrikis, M., & Vasalou, A. (2020, March). Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 73-82)..
Winstone, N. (2019). Facilitating students’ use of feedback: Capturing and tracking impact using digital tools. In The Impact of Feedback in Higher Education (pp. 225-242). Palgrave Macmillan, Cham.
Wise, A. F., & Jung, Y. (2019). Teaching with analytics: Towards a situated model of instructional decision-making. Journal of Learning Analytics, 6(2), 53-69.
Xhakaj, F., Aleven, V., & McLaren, B. M. (2016, September). How teachers use data to help students learn: Contextual inquiry for the design of a dashboard. In European Conference on Technology Enhanced Learning (pp. 340-354). Springer, Cham.
Xhakaj, F., Aleven, V., & McLaren, B. M. (2017, September). Effects of a teacher dashboard for an intelligent tutoring system on teacher knowledge, lesson planning, lessons and student learning. In European conference on technology enhanced learning (pp. 315-329). Springer, Cham.