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Mixed Cohort Learning
![A laptop and a book](/learning-enhancement-innovation/sites/default/files/styles/ua_landscape/public/media/images/2021-05/ehud-neuhaus-esCc1qx6TVw-unsplash.jpg?h=51a72048&itok=pvmOkCWt)
Technology is now very much a part of the teaching and learning landscape, but most would agree that it should not be the driving force in designing a sequence of learning. Pedagogy always comes first, and indeed, often we aspire to use technology in a way where it becomes invisible in enhancing the learning environment. But what about mixed cohort learning? Surely the technology is driving this a lot more than the pedagogy?
Connection between curriculum & assessment design and academic integrity
![Post it notes on a3 size paper](/learning-enhancement-innovation/sites/default/files/styles/ua_landscape/public/media/images/2021-05/brands-people-Ax8IA8GAjVg-unsplash.jpg?h=67ea006a&itok=Xn_8MYrF)
Quite often university courses are comprised of lectures and tutorials. To determine if course learning outcomes have been achieved, assessment may include quizzes, a mid-semester test and a final exam. The number of quizzes and tasks weighting may vary but what stays the same is the fact that all course assessments are summative - they count toward the final grade and are supposed to provide academics with an overview of a student’s overall learning/ achievements. In this blog we will explore why sometimes, despite our best intentions, such an assessment design can lead to a number of academic integrity issues.
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