Designing a Learning Dashboard to Promote Self-regulation in Higher Education

Feedback, understood as an action, implies the process of making sense of information regarding the learning process and its use for self-improvement. In this sense, it is known that feedback could enhance self-regulation learning. Being a self-regulated learner entails skills that allow students to achieve their learning goals. There are different sources of feedback, but particularly with the incorporation of technologies that provide the possibilities to collect and analyse data from learning activities, learning analytics could be a source of feedback. However, it is fundamental to consider not only design factors and content but also the pedagogical background behind these tools. There are a significant number of dashboards developed, but it has been found that they face difficulties in addressing the strengthening of self-regulation. As part of a research and innovation project analysis of the effects of feedback supported by digital monitoring technologies on generic competencies (e-FeedSkill), we developed a learner dashboard with the logs that we collected from a specific didactical sequence settled in Moodle aimed at promoting self-regulation in higher education. In this paper, we present a case study describing and critically analysing the decisions made during the iterative process of designing and developing a learning analytics dashboard for higher education students.