Real world interactive scenario for professional and ethical decision making challenges. Built for 4th year Dentistry students and assessed with a personal reflection driven by targeted questions, and with a marking matrix embedded.

Students are asked to write a response to a question about their assigned reading during their tutorial.

This task is designed to allow students to demonstrate theoretical and methodological understandings of key themes and provocations from the course through an applied activity mimicking professional practice. Students select from a list of hypothetical scenarios (developed by the course coordinator) and construct a 3000 word report in response.

Collectively worth 10%, this assessment replaces tutorial participation marks. It encourages collaborative reflexivity through weekly electronic group journals and peer assessment. In small groups students craft 200-300 word responses to experiential questions, uploading to Blackboard. Suited to introductory/elective courses, this technique focuses on applying foundational disciplinary knowledge to personal experience.

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.

As a class, students participate in a real-world translation project which may be published subject to the editor's and author's approval. Students are placed in teams and work collaboratively to translate an allocated portion of the text.

In small groups students prepare an oral presentation in which they draw on key disciplinary outputs to discuss a topic relevant to the course content. Additionally, students must individually provide peer feedback/reflections for two other group presentations, the form of which is to be decided by the student.

Informed by an embodied pedagogy, this task sees students assume disciplinary stakeholder roles attempting to secure project funds through a grant application to a specific organisation. Students design a project and craft a grant application consistent with the funder's actual requirements and formatting.

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.

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