Co-designing digital dashboards to enhance student learning in the workplace

Work-integrated learning (WIL) provides the essential authentic context for students to apply theoretical knowledge gained from their classroom activities to real-world activities and forms the foundations of all professional programs (K2). However, students often struggle with transition into WIL settings. Thus, universities need to generate strategies to enhance the development of students’ professional capabilities in WIL settings by enabling students, university staff and clinical supervisors to monitor their progress longitudinally (K3), provide effective feedback (A3) and identify students who are falling behind with workplace-based assessments (WBAs) (A4).

The aim of this presentation is to illustrate how our Teaching Innovation Grant is engaging in a co- design process between staff and students from the Schools of Medicine and Veterinary Science and ITaLI to develop digital dashboards and other learner supports for students WBAs in the clinical setting (A4, K4, V1).

Adopting an educational design research framework, the project is initially completing an exploration and analysis phase to evaluate the available digital data sets, review the literature and seek advice from our international reference group members from across the globe (A5, V3). Drawing from an analysis of focus group and interview data with our stakeholders, we are aiming to develop dashboard and reporting prototypes that include real-time visualisation of learner engagement in WIL activities (including WBAs) (K4). This will enable students and supervisors to monitor learning longitudinally, as well as supporting students to set realistic goals and actions in response to feedback they receive from their clinical supervisors (V2). We will present insights from our work completed to date, including outcomes from our initial participatory codesign workshop with student partners and the project team. This cross discipline inclusive approach acknowledges the wider context of student learning in the professional setting and will guide the development of insights for the wider university community (V4)