Opening the black box of practice-based learning: Human-centred design of learning analytics

© Copyright 2016 for this paper by its authors. Practice-based learning activities are an important aspect of education, particularly for science, technology, engineering and mathematics (STEM) subjects. Their immense importance to STEM curricula is unequivocal and so are the teachers' and students' need for support during those activities. However, considering the open-ended and hands-on nature of practice-based learning activities, designing, deploying and validating learning analytics visualisations remains as a significant challenge for the stateof-the-art learning analytics. In this paper, we present our human-centered contextual enquiry approach for generating requirements and its preliminary results in the form of visualisations that have the potential to support facilitators and learners. Although there have been certain attempts to provide learning analytics for increasing awareness, supporting reflection and facilitating decision-making and intervention, to our knowledge, our research presented is the first attempt to provide such information regarding students' progress during practice-based learning activities.