The paper presents the emergent findings from a small scale study funded by Society for Research in Higher Education. The paper will focus on the design of dashboards and how students understood and interpreted the data that they presented. The type of dashboard elements that students valued and the ways that they responded to these elements will be described. The paper will suggest how Sutton’s (2012) three pillars of feedback literacy, knowing, becoming and acting, can be applied to understand the potential of dashboards for supporting students to become more effective learners.
The paper will be of particular interest anyone working in the area of learning analytics. It will also be of interest to academics who support students, and those working in cross institutional roles related to student engagement and student retention.
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