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.

In small groups students present an article review in dedicated tutorial time. Groups create a Pinterest page in which they collate and curate digital material relevant to their topic. Audience members use Padlet (an online notation tool) to comment on presentations in real time (via personal smartphones) to inform discussion.

This assessment introduces students to the theories, methodologies, and technologies related to the collection, modelling and analysis of digital social data. Students are required to operate a variety of data curation and analysis software systems to produce a dataset, and then perform both qualitative and quantitative analyses of these datasets.

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.

Developed as an assessment for learning (rather than assessment of learning), this scaffolded task prompts students to consider how social theory is brought to bear through personal narratives. Students use digital platforms (e.g. Pinterest) to create a fictional character profile which becomes a point of reference for progressive tutorial activities.

Delivered as part of a flipped classroom approach, this assessment encourages and rewards students who engage with content before designated class-time. Students complete feedback-rich, online quizzes (via Blackboard) related to the weekly content which serve to increase pre-class reading, engagement and learning, and form the basis for robust in-class discussions.

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.

This assessment consists of three assessable tasks linked to an online airline simulation that learners complete throughout the semester. Learners are grouped into teams to set up, manage and operate their airline. The first assessment task is a 5-6 minute video proposal and contributes 15% of the final grade for the unit. The next assessment task requires students to write an annual report based on the performance of their airline after four quarters. This task is weighted at 15% and is also a team-based assessment. A further 10% is allocated to teams based on various simulation performance metrics.

Students complete two online tests across the semester as part of their progressive learning and assessment for the course. The tests are delivered through the Blackboard exam tool and are written and maintained by the course coordinator. Test questions are developed within the decision-making framework introduced in the course. Each test opens for several days and students are given two attempts at each test.

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.