Informed by an active learning pedagogy, this technique sees students co-create an online wiki to which contributions are individually marked. Students work collegiately to prosecute an overall argument that responds to a set question, but receive marks for the quality of their individual input; which addresses potential discrepancies in contribution.

Delivered instead of weekly tutorials, students construct weekly Blackboard blog posts responding to a question and critically addressing key theoretical underpinnings from readings. Designed to elicit theoretically rich conversations, students use written styles similar to those from popular online forums as a means to participate in collegiate debates beyond academia.

This task-based, computer assisted language learning assessment sees students record and upload weekly audio files responding to questions or prompts from course coordinators. This is a practical means of extending spoken language learning beyond contact hours in a way that provides students with personalised feedback and opportunities for rapport building.

This workbook technique uses progressive learning pedagogies to inform weekly activities that dynamically build on course content. Through formative and summative tasks, students complete one activity per week for the course duration. Feedback is regularly provided for formative tasks to enhance engagement and promote learning outcomes for higher-level summative tasks.

Students visit a contemporary showcase relevant to their discipline (e.g. an art or museum exhibition, public speech, music or theatre production, etc.) and write a critical review in response. The appraisal should respond to key disciplinary issues introduced throughout the course), and mimic the tone of a specific industry publication.

Designed to introduce students to the practical and methodological aspects of undertaking primary research within a disciplinary context, this assessment sees students work with research participants to plan and conduct qualitative interviews to produce portfolio of fieldwork documents and a final research report.

Underpinned by a problem-based learning pedagogy (PBL), this assessment sees students attend weekly workshops where they are presented with a scenario based on weekly course content (and related to a contemporary, real-world issue). Students work in small groups to formulate a response or solution to the problem/s, discussed in class.

This authentic assessment sees students collaborate to prepare and present a 5-minute pitch aimed at a hypothetical funding body. The imagined context is that this will precede a hypothetical five thousand dollar grant application for a product or project relevant to a specific disciplinary content or area of professional practice.

Students imagine curating an event relevant to their industry (e.g. film festival, museum exhibition, congress, conference proceedings etc.) and develop a series of program notes (accompanied by a rationale) relating to the production. Students utilise scholarly databases to complete the task and can create programming notes using Cirrus (online exhibition platform).

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.