Authentic learning and assessment

Authentic learning and assessment

Generative AI for Educational Video Presentations

Generative AI for Educational Video Presentations

The use of AI-generated avatars for educational video content has benefits when used appropriately. This pattern proposes a decision-making framework for when and how to implement these avatars, emphasising the need for transparency, ethical considerations, and student engagement.
Interactive Oral Assessment

Interactive Oral Assessment

Assuring students have learned what we say they have is a challenge in the AI Age. This assessment pattern makes cheating virtually impossible by involving a student and assessor in an unscripted conversation framed in a real-world scenario.
Assessment using genAI to develop evaluative judgement

Assessment using genAI to develop evaluative judgement

This pattern is concerned with developing students’ critical thinking and digital literacy skills in an assessment task that requires them to produce an assessment artefact with the aid of a generative artificial intelligence agent and then reflect on the process.
Sustained Course Participation Assessment

Sustained Course Participation Assessment

Students often need to engage in a sustained process to be successful in their assessments. This pattern describes a way to scaffold some of that process with the motivation of a grade. It can provide visibility of a learning path and supports productive study habits.
Real-world projects for large classes

Real-world projects for large classes

This pattern offers options for learning through real-world business problems and projects at scale with flexible levels of industry engagement.
Learning through multimodal assessment

Learning through multimodal assessment

Learning through multimodal assessment may support learning as a continuous, reflective process through creative exploration of diverse contexts and tools.
Online rubrics

Online rubrics

This pattern supports learning and teaching at scale by making the process of providing more detailed and explicit feedback easier for teachers and clearer for students through the use of online rubrics.
Student-generated data

Student-generated data

This pattern involves asking students to complete a survey on an issue of importance to generate a large data set that can be used to teach statistical methods.
Object based learning at scale

Object based learning at scale

This pattern is concerned with active learning strategies for large classes in Higher Education. Object Based Learning (OBL) is a student-centered approach that uses objects to facilitate deep learning.

Quality active learning

Quality active learning

Collaborating with online whiteboards in large groups

Collaborating with online whiteboards in large groups

This pattern is concerned with the use of shared online whiteboards to support synchronous small group collaborative activities (Handley, 2023) in large classes.
Active learning in large workshops

Active learning in large workshops

This pattern is concerned with active learning in large workshops and can be used with any large cohort where a suitable large flat-floor space is available. It supports learning and teaching at scale as it provides components that can be sequenced to support active learning in large groups. 
Simple scenario-based learning at scale

Simple scenario-based learning at scale

This pattern is concerned with simple scenario-based learning, which allows students to apply their learning to real-life situations. These scenarios can involve role-play, problem-solving, and skill demonstration, ranging from single to multiple conditions with multiple outcomes.
Real-world projects for large classes

Real-world projects for large classes

This pattern offers options for learning through real-world business problems and projects at scale with flexible levels of industry engagement.
Learning through multimodal assessment

Learning through multimodal assessment

Learning through multimodal assessment may support learning as a continuous, reflective process through creative exploration of diverse contexts and tools.
Students collaboratively choose topics

Students collaboratively choose topics

This pattern is concerned with supporting students’ development of reflective skills and learning-seeking behaviour. It encourages students to explore a collection of potential topics towards the end of a semester and reflect on their learning needs, before collaboratively choosing one or more elective topics of study in later weeks in a course.
Interactive online workshops at scale

Interactive online workshops at scale

This pattern provides a structure for engaging students in large scale online classes where students can learn from multiple teachers and a large group of students. Flexible interactive online workshops may also assist educators in managing fluctuating class sizes.
Reflection at scale

Reflection at scale

This pattern is concerned with engaging students with reflective practice in large scale classes where student support, marking and feedback need to be done efficiently and sustainably. Drawing on the experiences in multiple CLaS units, this pattern describes several options for how to structure the reflection activities throughout the semester to achieve this.
Peer feedback on group work

Peer feedback on group work

This pattern is concerned with using peer evaluation to support students to take ownership of their own learning by developing their ability to evaluate their own and others’ performance and processes. The feedback students receive can complement feedback received from teachers.
Introducing design thinking online

Introducing design thinking online

Design thinking is an approach that is increasingly used to help creatively problem-solve, collaborate in teams in creative ways, and manage and communicate complexity.
Meaningful engagement with course readings

Meaningful engagement with course readings

This pattern is concerned with meaningfully engaging students with course readings.
Student-generated data

Student-generated data

This pattern involves asking students to complete a survey on an issue of importance to generate a large data set that can be used to teach statistical methods.
Object based learning at scale

Object based learning at scale

This pattern is concerned with active learning strategies for large classes in Higher Education. Object Based Learning (OBL) is a student-centered approach that uses objects to facilitate deep learning.

Quality content

Quality content

Generative AI for Educational Video Presentations

Generative AI for Educational Video Presentations

The use of AI-generated avatars for educational video content has benefits when used appropriately. This pattern proposes a decision-making framework for when and how to implement these avatars, emphasising the need for transparency, ethical considerations, and student engagement.
Wayfinding

Wayfinding

This pattern is about helping students find their way around online content in large units of study. 
Self-paced online modules

Self-paced online modules

This pattern is concerned with one of the main problems of teaching at scale, which is the lack of consistency in delivering content.
Quality feedback

Quality feedback

Online rubrics

Online rubrics

This pattern supports learning and teaching at scale by making the process of providing more detailed and explicit feedback easier for teachers and clearer for students through the use of online rubrics.
Reflection at scale

Reflection at scale

This pattern is concerned with engaging students with reflective practice in large scale classes where student support, marking and feedback need to be done efficiently and sustainably. Drawing on the experiences in multiple CLaS units, this pattern describes several options for how to structure the reflection activities throughout the semester to achieve this.
Peer feedback on group work

Peer feedback on group work

This pattern is concerned with using peer evaluation to support students to take ownership of their own learning by developing their ability to evaluate their own and others’ performance and processes. The feedback students receive can complement feedback received from teachers.
Immediate feedback online

Immediate feedback online

This pattern outlines how to use online formative feedback so students can check their understanding and their own learning progress.
Personalised feedback at scale

Personalised feedback at scale

This pattern is concerned with providing personalised feedback to students at scale to create connections with students and support their learning and experience. It is suitable for use in any large unit.
Evaluation of educational innovations at scale

Evaluation of educational innovations at scale

This pattern is concerned with developing a structured approach to evaluating the implementation of educational innovations in large units of study.
Quality interaction with students

Quality interaction with students

Collaborating with online whiteboards in large groups

Collaborating with online whiteboards in large groups

This pattern is concerned with the use of shared online whiteboards to support synchronous small group collaborative activities (Handley, 2023) in large classes.
One-minute paper at scale

One-minute paper at scale

This pattern reverses the usual teacher-student power dynamic by allowing students to give anonymous feedback to the teacher on their learning experience. The teacher responds to the input through the formulation and execution of immediate changes to the class.  
Active learning in large workshops

Active learning in large workshops

This pattern is concerned with active learning in large workshops and can be used with any large cohort where a suitable large flat-floor space is available. It supports learning and teaching at scale as it provides components that can be sequenced to support active learning in large groups. 
Interactive online workshops at scale

Interactive online workshops at scale

This pattern provides a structure for engaging students in large scale online classes where students can learn from multiple teachers and a large group of students. Flexible interactive online workshops may also assist educators in managing fluctuating class sizes.
Personalised feedback at scale

Personalised feedback at scale

This pattern is concerned with providing personalised feedback to students at scale to create connections with students and support their learning and experience. It is suitable for use in any large unit.
Live Q&A

Live Q&A

A live Q&A session where questions are ‘crowdsourced’ from students ahead of time via an online discussion or polling tool.
Meaningful engagement with course readings

Meaningful engagement with course readings

This pattern is concerned with meaningfully engaging students with course readings.
Regular announcements

Regular announcements

This pattern is concerned with how to use regular announcements to communicate with students when delivering a unit in a blended or hybrid mode, where synchronous lectures have been re-shaped into self-paced online modules.