Dashboards & Insights
Designing what should be visible — to whom, and why — before building dashboards that shape behaviour.
Designing Visibility Before Building It
Learning analytics only matter if they are made understandable, humane, and genuinely useful.
Phlow Academy’s dashboards are not finished products. They are design proposals — deliberately shared early to invite feedback from the people who would rely on them.
Rather than launching dashboards in isolation and retrofitting meaning later, Phlow takes the opposite approach: define what should be visible, to whom, and for what purpose — before deciding exactly how it will be built.
This section of the platform describes the intended dashboards and insights, not a final interface.
Why the Dashboards Are Not Live (Yet)
Dashboards shape behaviour.
Once a metric is visible, it influences how learners study, how teachers intervene, how parents react, and how schools make decisions. For that reason, Phlow does not treat dashboards as neutral UI components.
Instead, they are treated as educational design decisions.
Before dashboards are finalised, they must answer three questions:
- Is this information genuinely helpful to this stakeholder?
- Does it support learning — or distort it?
- Does it create clarity, or unintended pressure?
One Learning System, Many Perspectives
All proposed dashboards draw from the same underlying learning system:
- decision-level learning signals
- Base Decision Values (BDV)
- stability and recovery patterns
- effort and progression indicators
What Phlow Dashboards Intentionally Avoid
As part of this design process, Phlow has been explicit about what dashboards should not do.
The proposed dashboards avoid:
- ranking learners against one another
- reducing learning to a single score
- exposing demographic comparisons
- rewarding speed over understanding
- encouraging superficial optimisation
Dashboard Concepts by Stakeholder
Rather than presenting one monolithic dashboard, Phlow explores distinct dashboard ecosystems, each aligned to a specific stakeholder role.
Each group below links to a deeper design exploration showing proposed dashboard concepts, written descriptions, and early visual mock-ups intended to prompt discussion and critique.
Student Dashboards
Supporting Motivation, Awareness, and Agency
Student dashboards are designed to help learners:
- see progress without anxiety
- understand effort and improvement
- know what to do next
- remain in flow over time
Parent Dashboards
Reassurance Without Interference
Parent dashboards are designed to answer one question well: “Is learning happening, and is my child being supported appropriately?”
They intentionally abstract away internal mechanics, raw scores, and short-term fluctuations. Instead, they focus on engagement, continuity, and how struggle is being handled.
These dashboards will be tested with parents to ensure they support constructive conversations — not anxiety or over-involvement.
Teacher Dashboards
Insight That Supports Professional Judgement
Teacher dashboards are designed as thinking tools, not evaluation instruments.
They explore how decision-level data can help teachers see:
- fragile vs stable understanding
- concept-level pressure points
- meaningful intervention opportunities
- the impact of different support strategies
School & Leadership Dashboards
Strategic Signals, Not Micromanagement
School-level dashboards explore how learning analytics can inform leadership decisions without collapsing learning into league tables or compliance metrics.
They focus on curriculum health, engagement trends, and system-level learning stability — not individual accountability.
Feedback from school leaders will be essential in determining what information is useful at this level and what crosses into unhelpful oversight.
Phlow (System) Dashboards
Learning About the Learning System
Finally, Phlow itself requires dashboards.
These system-facing designs explore how the platform can:
- validate BDV calibration
- test progression rules
- evaluate support effectiveness
- track confidence in its own conclusions
Designed to Be Challenged
This section is intentionally open.
The dashboards shown here are not claims of completeness or correctness — they are hypotheses.
By exposing them early, Phlow invites stakeholders to challenge:
- what should be visible
- what should remain hidden
- what genuinely helps learning
- and what unintentionally harms it
Closing Thought
Dashboards shape attention. Attention shapes behaviour. Behaviour shapes learning.
Phlow Academy is choosing to design dashboards slowly, transparently, and collaboratively — because once learning is made visible, it must be made visible responsibly.