{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T21:10:12Z","timestamp":1776114612765,"version":"3.50.1"},"reference-count":32,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2023,5,25]],"date-time":"2023-05-25T00:00:00Z","timestamp":1684972800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100009591","name":"Ministerium f\u00fcr Innovation, Wissenschaft und Forschung des Landes Nordrhein-Westfalen","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100009591","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Artif. Intell."],"abstract":"<jats:p>In the field of AI in education, there is a movement toward human-centered design in which the primary stakeholders are collaborators in establishing the design and functionality of the AI system (participatory design). Several authors have noted that there is a potential tension in participatory design between involving stakeholders and, thus, increasing uptake of the system on the one hand, and the use of educational theory on the other hand. The goal of the present perspective article is to unpack this tension in more detail, focusing on the example of teacher dashboards. Our contribution to theory is to show that insights from the research field of teacher professional vision can help explain why stakeholder involvement may lead to tension. In particular, we discuss that the sources of information that teachers use in their professional vision, and which data sources could be included on dashboards, might differ with respect to whether they actually relate to student learning or not. Using this difference as a starting point for participatory design could help navigate the aforementioned tension. Subsequently, we describe several implications for practice and research that could help move the field of human centered design further.<\/jats:p>","DOI":"10.3389\/frai.2023.1039739","type":"journal-article","created":{"date-parts":[[2023,5,25]],"date-time":"2023-05-25T04:37:54Z","timestamp":1684989474000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":13,"title":["Participatory design of teacher dashboards: navigating the tension between teacher input and theories on teacher professional vision"],"prefix":"10.3389","volume":"6","author":[{"given":"Anouschka","family":"van Leeuwen","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sebastian","family":"Strau\u00df","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Nikol","family":"Rummel","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1965","published-online":{"date-parts":[[2023,5,25]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"425","DOI":"10.1007\/s11412-015-9217-z","article-title":"AMOEBA: Designing for collaboration in computer science classrooms through live learning analytics","volume":"10","author":"Berland","year":"2015","journal-title":"Int. J. Comput. Support. Collaborat. Learn."},{"key":"B2","author":"Chatti","year":"2020","journal-title":"How to Design Effective Learning Analytics Indicators? A Human-Centered Design Approach. In European Conference on Technology Enhanced Learning"},{"key":"B3","doi-asserted-by":"publisher","first-page":"100489","DOI":"10.1016\/j.patter.2022.100489","article-title":"An artificial intelligence life cycle: From conception to production","volume":"3","author":"De Silva","year":"2022","journal-title":"Patterns"},{"key":"B4","author":"Dimitriadis","year":"2021"},{"key":"B5","first-page":"9","author":"Duval","year":"2011","journal-title":"Attention please! Learning Analytics for Visualization and Recommendation. Proceedings of the 1st International Conference on Learning Analytics and Knowledge"},{"key":"B6","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/07370008.2021.2010215","article-title":"Collaborative Design as a context for teacher and researcher learning: introduction to the special issue","volume":"40","author":"Goldman","year":"2021","journal-title":"Cognit. Instr."},{"key":"B7","doi-asserted-by":"publisher","first-page":"207","DOI":"10.1080\/00461520.2022.2079128","article-title":"Design-based research: what it is and why it matters to studying online learning","volume":"57","author":"Hoadley","year":"2022","journal-title":"Educational Psychologist"},{"key":"B8","doi-asserted-by":"publisher","first-page":"240","DOI":"10.1007\/978-3-030-52237-7_20","article-title":"A conceptual framework for human \u2013 ai hybrid adaptivity in education","volume":"2020","author":"Holstein","year":"2020","journal-title":"AIED"},{"key":"B9","doi-asserted-by":"publisher","first-page":"1755","DOI":"10.1016\/j.compedu.2008.05.005","article-title":"What is online learner participation?: A literature review","volume":"51","author":"Hrastinski","year":"2008","journal-title":"Comput. Educ."},{"key":"B10","doi-asserted-by":"publisher","first-page":"44","DOI":"10.1177\/1475725716638010","article-title":"Monitoring student interaction during collaborative learning: design and evaluation of a training program for pre-service teachers","volume":"15","author":"Kaendler","year":"2016","journal-title":"Psychol. Learning Teaching"},{"key":"B11","author":"Kali","year":"2018","journal-title":"Design-Centric Research-Practice Partnerships: Three Key Lenses for building productive bridges between theory and practice. Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy"},{"key":"B12","doi-asserted-by":"publisher","first-page":"367","DOI":"10.1080\/00313831.2020.1869082","article-title":"Overcoming challenges to the adoption of learning analytics at the practitioner level: a critical analysis of 18 learning analytics frameworks","volume":"66","author":"Kaliisa","year":"2022","journal-title":"Scand. J. Educ. Res."},{"key":"B13","doi-asserted-by":"publisher","first-page":"100453","DOI":"10.1016\/j.edurev.2022.100453","article-title":"Teacher noticing: a systematic literature review of conceptualizations, research designs, and findings on learning to notice","volume":"36","author":"K\u00f6nig","year":"2022","journal-title":"Educ. Res. Rev."},{"key":"B14","doi-asserted-by":"publisher","DOI":"10.1016\/j.tate.2020.103059","article-title":"A framework for explaining teachers' diagnostic judgements by cognitive modeling (DiaCoM)","author":"Loibl","year":"2020","journal-title":"Teach. Teacher Educ."},{"key":"B15","author":"Luckin","year":"2016","journal-title":"Intelligence Unleashed: An argument for AI in Education"},{"key":"B16","doi-asserted-by":"crossref","DOI":"10.4324\/9780203075227","author":"Luckin","year":"2013","journal-title":"Handbook of Design in Educational Technology"},{"key":"B17","doi-asserted-by":"publisher","first-page":"63","DOI":"10.1007\/s11412-006-9005-x","article-title":"A rating scheme for assessing the quality of computer-supported collaboration processes","volume":"2","author":"Meier","year":"2007","journal-title":"Int. J. Comput. Supported Collab. Learning"},{"key":"B18","doi-asserted-by":"publisher","first-page":"64","DOI":"10.14786\/flr.v10i2.1031","article-title":"University teachers' focus on students: examining the relationships between visual attention, conceptions of teaching and pedagogical training","volume":"10","author":"Murtonen","year":"2022","journal-title":"Front. Learning Res."},{"key":"B19","doi-asserted-by":"publisher","first-page":"535","DOI":"10.1145\/3506860.3506910","article-title":"Participatory and co-design of learning analytics: an initial review of the literature","volume":"1","author":"Sarmiento","year":"2022","journal-title":"ACM Int. Conf. Proc."},{"key":"B20","doi-asserted-by":"publisher","first-page":"69","DOI":"10.1007\/s10648-020-09532-2","article-title":"Student characteristics in the eyes of teachers: differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze","volume":"33","author":"Seidel","year":"2021","journal-title":"Educ. Psychol. Rev."},{"key":"B21","doi-asserted-by":"publisher","first-page":"67","DOI":"10.1007\/s11412-021-09340-y","article-title":"Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?","volume":"16","author":"Strau\u00df","year":"2021","journal-title":"Int. J. Comput. Supported Collab. Learning"},{"key":"B22","doi-asserted-by":"publisher","first-page":"171","DOI":"10.1080\/07370008.2021.2010214","article-title":"Productive tension in research practice partnerships: where substance and politics intersect","volume":"40","author":"Tabak","year":"2022","journal-title":"Cognit. Instruction"},{"key":"B23","first-page":"571","article-title":"Learning to notice: Scaffolding new teachers' interpretations of classroom interactions","volume":"10","author":"Van Es","year":"2002","journal-title":"J. Technol. Teacher Educ."},{"key":"B24","doi-asserted-by":"publisher","first-page":"71","DOI":"10.1016\/j.edurev.2019.02.001","article-title":"A systematic review of teacher guidance during collaborative learning in primary and secondary education","volume":"27","author":"Van Leeuwen","year":"2019","journal-title":"Educ. Res. Rev."},{"key":"B25","doi-asserted-by":"publisher","first-page":"28","DOI":"10.1016\/j.compedu.2014.07.007","article-title":"Supporting teachers in guiding collaborating students: Effects of learning analytics in CSCL","volume":"79","author":"Van Leeuwen","year":"2014","journal-title":"Comput. Educ."},{"key":"B26","doi-asserted-by":"publisher","first-page":"233","DOI":"10.1016\/j.chb.2015.05.058","article-title":"Teacher regulation of multiple computer-supported collaborating groups","volume":"52","author":"Van Leeuwen","year":"2015","journal-title":"Comput. Hum. Behav."},{"key":"B27","doi-asserted-by":"publisher","first-page":"143","DOI":"10.1007\/s42010-019-00052-9","article-title":"Orchestration tools to support the teacher during student collaboration: a review","volume":"47","author":"Van Leeuwen","year":"2019","journal-title":"Unterrichtswissenschaft"},{"key":"B28","author":"Van Leeuwen","year":"2022","journal-title":"Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools. Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences"},{"key":"B29","author":"Van Leeuwen","year":"2022","journal-title":"Teacher and Student Facing Learning Analytics. Handbook of Learning Analytics"},{"key":"B30","first-page":"73","article-title":"\u201cInspiration cards workshops with primary teachers in the early co-design stages of learning analytics,\u201d","author":"Vezzoli","year":"","journal-title":"Proceedings of the tenth international conference on learning analytics and knowledge"},{"key":"B31","doi-asserted-by":"publisher","first-page":"71","DOI":"10.1016\/j.compedu.2005.04.003","article-title":"A framework to analyze argumentative knowledge construction in computer- supported collaborative learning","volume":"46","author":"Weinberger","year":"2006","journal-title":"Comput. Educ."},{"key":"B32","doi-asserted-by":"publisher","first-page":"42","DOI":"10.1145\/3328485","article-title":"Toward human-centered AI: a perspective from human-computer interaction","volume":"26","author":"Xu","year":"2019","journal-title":"Interactions"}],"container-title":["Frontiers in Artificial Intelligence"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/frai.2023.1039739\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,5,25]],"date-time":"2023-05-25T04:38:02Z","timestamp":1684989482000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/frai.2023.1039739\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2023,5,25]]},"references-count":32,"alternative-id":["10.3389\/frai.2023.1039739"],"URL":"https:\/\/doi.org\/10.3389\/frai.2023.1039739","relation":{},"ISSN":["2624-8212"],"issn-type":[{"value":"2624-8212","type":"electronic"}],"subject":[],"published":{"date-parts":[[2023,5,25]]},"article-number":"1039739"}}