Co-designing Data-Driven Educational Technology and Practice: Reflections from the Japanese Context

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...

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Bibliographic Details
Published in:Technology, knowledge and learning knowledge and learning, 2024-12, Vol.29 (4), p.1711-1732
Main Authors: Ogata, Hiroaki, Liang, Changhao, Toyokawa, Yuko, Hsu, Chia-Yu, Nakamura, Kohei, Yamauchi, Taisei, Flanagan, Brendan, Dai, Yiling, Takami, Kyosuke, Horikoshi, Izumi, Majumdar, Rwitajit
Format: Article
Language:English
Subjects:
Co-design
Context
COVID-19
Creativity and Arts Education
Data collection
Decision making
Design analysis
Digital literacy
Education
Educational Technology
Extracurricular activities
Higher education
Industrial development
Information literacy
Infrastructure
Learning
Learning analytics
Learning and Instruction
Original Research
Pandemics
School closures
Science Education
Students
Teachers
Teaching methods
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Summary: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.
ISSN:2211-1662
2211-1670
DOI:10.1007/s10758-024-09759-w