Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients. Students are assigned 6 patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to the outlined case (Hour 2).

Small group and whole class discussions, mind mapping, individual reflection and readings culminate in a collaborative 300-word synthesis (pitch)

This assessment has students design a multimodal poster including text, images and visual design elements as an inquiry into a topic of disciplinary relevance. This technique has successfully trialled in the School of Education where it functions to introduce pre-service teaches to inquiry-based pedagogical models, but serves all HaSS disciplines.

Beginner level language students use Flip to produce informative videos for an external audience: high school students visiting Brisbane

Flip is an online video-based social learning platform, that allows students to see each other online, learn from one another through vlogging, and connect to each other on a socio-emotional level, in their own time (asynchronously). Students can provide video responses to other students or teacher and can provide private or open feedback to all students.

Students write a 1500 – 2000 word document (in a form decided by the convenor) in the language being taught. This is paired with an oral presentation based on the written piece. Students are assessed on grammatical proficiency and their ability to conform to stylistic conventions of the written genre.

In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback.

This learning experience (and accompanying assessment) sees students travel to an oversees destination and engage in extended, experiential learning. Students are required to complete a combination of on-site assessment such as practical fieldwork, fieldwork journals and presentations, as well off-site assessment such as final research essays based on fieldwork.

In-class listening comprehension test, delivered via Blackboard Quiz or Inspera: students watch a short video in French and answer questions about it. Students use their own devices to watch the video and access the test, but are supervised (either in the classroom or via Zoom) by course staff. Internal students use headphones, external students turn their microphones off, but cameras on.

Students who have completed their semester abroad reflect on this experience to provide concrete advice on the Study Abroad experience in a pre-departure briefing or information session for students who are currently considering an exchange experience.