One of the conclusions drawn by Brown in his research (2020) was that ‘some data was better than no data’ (p.392). I believe that this is also true in relation to the usefulness of my DIY dashboards. Overall, they have little potential to revolutionize one’s pedagogical strategies. Still, teachers might find them handy for lesson planning, drawing some actionable insights and, maybe, reflecting on one’s own efficiency. Having students’ profiles at hand can also be of help when reporting on students’ achievements or preparing for individual consultations with learners.
As many researchers argue, ‘instructors appear responsive to data about teaching when they can identify useful connections to their daily work and when the data is framed as legitimate by their professional or disciplinary beliefs’(from Brown, p.385). So before introducing any kind of dashboards, it is essential to ensure that the educators understand how the algorithms work, and how these data can inform their day-to-day practices.