One of the most common criticisms of law students on clinical placements is that they lack telephone communication skills. Speaking confidently over the telephone is an important part of working with clients, especially in law where advice is often provided over the phone. The 'phone a friend' task meets two aims at once: ensuring students have prepared for class, and encouraging them to develop their oral communication skills when using the telephone.

Students access on-line interactive simulations that allow the exploration of physical systems. They have control over the key parameters which they can actively change and observe the impact on the system under study. The assessment item requires them to explore a particular aspect of the simulation, demonstrating an understanding of the underlying physical processes. A variety of simulations are available across the internet for use across different discipline areas.

Authentic assessment, group / team work, environmental impact on public health, improving health outcomes, vlogging, scaffolding, presentation, applying learning to practice, linking course materials and learning activities with the learning objectives.

Student teams will practice with and apply our brand strategy model and methods to a real world brand of their choosing. The project involves qualitative and quantitative consumer research, so that students learn brand analysis not based on the students' own opinions of the brand but on the evidence of consumer perceptions of the brand. Students analyse the current brand strategy and recommend a complete brand strategy plan. This project will help students learn the theory, will help students understand how it is applied, and will help students acquire the skill of how to do a brand audit.

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).

The Clinical Case Presentation (CCP) is an exercise in which students demonstrate their skills in assessing a patient's problem/s, with specific emphasis on the relevant clinical and investigative findings, the diagnosis and the current and potential future management plans. Furthermore, the student is expected to read around the surgically relevant or related aspects of the case and be expected to discuss these with the examiner during the presentation.

As part of a progressive series of seminars, this assessment item acts as the culminating piece for each seminar. The default submission format is a written piece lodged via Turn-It-In of between 750-1500 words - with greater weight allocated to the assessment items as the seminars progress. Because of the nature of the cohort (practising sport coaches) and the level of the program (post-graduate study), students are offered a degree of choice within each seminar (e.g. topic focus and submission format). Students are supported through this process through the seminar structure of reading week, discussion week, assessment week).

Designed to creatively encourage application of course themes and discipline-specific theory and concepts, this task requires students to select a book (from a list of relevant texts) and construct a 1000 word review. Attention should be paid to addressing the effectiveness of various texts to engage complex or abstract ideas.

Delivered in an active learning environment, this work-integrated learning experience and authentic assessment task requires preparation of a written and diagrammatic report. Students critically analyse a given construction detail in 4-dimensions using an interactive digital learning environment, then apply their learning to a 3-dimensional analysis and resolution of two construction details derived from a team-based schematic design completed in the previous assignment.

This end-of-semester examination involves providing students with a court ruling on a medical case that most will not have come across until that point. Students are expected to read the case under exam conditions, and bring their learning over the course of the semester to bear on their interpretation of the salient medical and legal points raised, determining their ethical implications. This is then tested over a number of multiple choice questions delivered via Examsoft.