Students are directed to a suitable on-line
simulation
. For example, we have a range of simulations covering mathematics and physics available on the following page: https://teaching.smp.uq.edu.au/scims/. The task sheet usually describes a set of activities that they should undertake and answer to demonstrate a good level of understanding (a grade up to a level of 5 under the university's system). An advanced task is also provided which is generally open and may require a student to explore a physical principle or construct a simulated physical device. This, together with the first sets of tasks, facilitates awarding of higher grades (6 or 7). Students are required to demonstrate a high level of conceptual understanding, and be able to communicate this is a clear and concise manner.
Advantages
The interactive nature of an on-line
simulation
allows student to fully explore the concepts in an active way, moving away from solving prescription based problems for which there is one right answer. The simulations can be accessed on-line from any mobile device.
Challenges
The availability of a suitable
simulation
. Across the physical sciences there are many available including PhET and our own self-authored simulations. This may not be the case in other discipline areas.
Tips for implementation
It is desirable to set a task that encourages exploration, and requires students to explain concepts. Thus the task should be as open as possible rather than requiring students to come up with a particular (numerical) solution.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.
