To cope with changing demands from society, higher education institutes
are developing adaptive curricula in which a suitable integration of workplace
learning is an important factor. Automated feedback can be used as part of
formative assessment strategies to enhance student learning in the workplace.
However due to the complex and diverse nature of workplace learning processes, it
is difficult to align automated feedback to the needs of the individual student. The
main research question we aim to answer in this design-based study is: ‘How can we
support higher education students’ reflective learning in the workplace by providing
automated feedback while learning in the workplace?’. Iterative development
yielded 1) a framework for automated feedback in workplace learning, 2) design
principles and guidelines and 3) an application prototype implemented according to
this framework and design knowledge. In the near future, we plan to evaluate and
improve these tentative products in pilot studies. https://link.springer.com/chapter/10.1007/978-3-030-25264-9_6
