1. Co-designing Data-Driven Educational Technology and Practice: Reflections from the Japanese Context.
- Author
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Ogata, Hiroaki, Liang, Changhao, Toyokawa, Yuko, Hsu, Chia-Yu, Nakamura, Kohei, Yamauchi, Taisei, Flanagan, Brendan, Dai, Yiling, Takami, Kyosuke, Horikoshi, Izumi, and Majumdar, Rwitajit
- Subjects
LEARNING strategies ,DATA analytics ,RESEARCH personnel ,PARTICIPATORY design ,ACQUISITION of data - Abstract
This paper explores co-design in Japanese education for deploying data-driven educational technology and practice. Although there is a growing emphasis on data to inform educational decision-making and personalize learning experiences, challenges such as data interoperability and inconsistency with teaching goals prevent practitioners from participating. Co-design, characterized by involving various stakeholders, is instrumental in addressing the evolving needs of technology deployment. Japan's educational context aligns with co-design implementation, with a learning and evidence analytics infrastructure facilitating data collection and analysis. From the Japanese co-design practice of educational technologies, the paper highlights a 6-phase co-design framework: motivate, pilot, implement, refine, evaluate, and maintain. The practices focus on data-driven learning strategies, technology interventions, and across-context dashboards, covering assorted learning contexts in Japan. By advocating for a co-design culture and data-driven approaches to enhance education in Japan, we offer insights for education practitioners, policymakers, researchers, and industry developers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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