The significance of guidance in teaching continues to increase. Pedagogy leans increasingly strongly on digitalisation, analytics seeks to find weak signals of potential problems, and the boundary between studies and free time gradually becomes blurred through project-based studies, for example. Students take more responsibility for their studies as the amount of classroom teaching decreases.
Digital guidance applications seek to open a dialogue between the provider and receiver of guidance. For example, they can be used solely for communication between the counsellor and the student or group of students, but they can also be used to plan, agree upon and monitor goals or visualise various guidance structures. The potential applications are almost endless.
The driving idea behind the application experiments was to approach the experiments primarily from the perspective of guidance, i.e. with the intention of finding a tool that was suitable for guidance and the student, rather than half forcibly try and use the application for a specific type of guidance.