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.

One of my elective law courses, Asian Legal Systems, presented a challenge. As well as enabling students understand how law and legal institutions in Asia operate in different and distinctive ways, the design of this comparative law course was to facilitate discussion and the sharing of perspectives thus maximising student input. Keeping these dynamics alive in Zoom classes led to several modifications in assessment.

In this progressive assessment students write a 1200 word argumentative essay in a supported learning environment. This assessment's innovation lies in its pedagogical underpinnings and the teaching environment in which it is delivered. Students complete weekly activities in argument mapping, effective communication, and critical reasoning as progressive learning tools to construct their essay.

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.

Underpinned by the principles of authentic assessment, this task gives students an opportunity to develop their skills with research and communicating economic thinking. This experience replicates the type of ‘real world’ work that economists undertake. In ECON2060, students determine their own research question and design practical and feasible methods to answer their question.

Underpinned by a pedagogical commitment to feedback rich assessment, this assessment sees students complete 10 blog posts throughout the semester; student's receive detailed feedback for five of these and are given the opportunity to incorporate this feedback into a revised version of the blog post prior to marking.

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.

Small group and whole class discussions, mind mapping, individual reflection and readings culminate in a collaborative 300-word synthesis (pitch)

Students are required to conduct field visits to two different sites of disciplinary relevance and write a comparative essay. Students are expected to draw on their first-hand, experiential knowledge of the site and link this to the broader theoretical and conceptual frameworks discussed in the course.