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.

Designed with an explicit focus on developing students writing capabilities (especially in relation to professional and/or vocational genres), this assessment sees students produce weekly written pieces of varying genres for which they receive qualitative feedback. Students must then choose 4 of these written pieces for revision and inclusion in a summative online portfolioportfolio.

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.

In addition to producing their own piece of creative or academic writing, students work in pairs to provide a detailed feedback report of their partner's draft written assessment. Students are assessed on both the final written piece and on the report they produce for their student partners.

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.

In groups, students deliver a performance piece on a topic arising from the course. Focusing on creative modalities, students develop an imaginative approach to their presentation such as a video submission, theatrical performance, role play, art exhibition, movie pitch etc. This is accompanied by an individual 500 word critical reflection.

Students work in teams to collate and critically analyse a building site, and precedent building designs, that they will use for an individual design later in semester. They learn to work quickly in teams and to critically reflect on their own and team-mates work, in studio. The work is jointly presented in modified 'pecha kucha' style (20 slides for 30 seconds each only) to further share their ideas with the rest of the studio cohort.

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 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.

In this major research piece, students create a historical research project (in place of a traditional essay) that can be disseminated to a wider, non-academic audience. Approximately 3500 words (or equivalent), the project can take multiple formats including a website, exhibition proposal, eBook, oral history report, travel brochure, or documentary.