==Simulation in health education==
===Monica Peddle, La Trobe University===
'Mask' education - expert in the room who knows what the student needs to take from the interaction.
Engage learners in simulation activities.
Research now showing increased learning outcomes. 
Learning through simulation can: 
-Develop foundational skills 
-Identify own learning needs
Role Play: Important to have script and planned, well designed activity. 
A way of teaching Technical and Non-technical skills rolled into Procedural Skills. 
Where might simulation fit in the curriculum ? 
Think about simulator and approach to simulation. 

Challenges: Labour intensive and high cost in set up ; Only educate in small groups; Spaces and equipment access issues. 

Emphasis on validation of learning: certification of competence 
Many virtual based resources being developed - very targeted approaches.

Q: Objective Structured Clinical Examinations (OSCES) common in medicine - research on effective role play based learning using students, highly scripted, and students very engaged.
M: Engagement much higher with 'mask' patient as expert and experienced.   

==Digital assessment== 
===Cathy Gunn, Head of Elearning Group, Centre for Learning and Research in Higher Education, University of Auckland.===

University of Auckland has been innovative in digital space for some time with own LMS - sparked creativity; half learning tools developed in house; some purchased. 
Productivity 
Large organisation (1500 students), marking workloads huge and students not happy with assessment and feedback, staff also dissatisfied. 
How can technology help? 
Grademark - Turnitin 
Voice comments can be added. Students will pick up on this. 
Lecture/tutorial model - not meeting needs.
Peerwise tool - MCQ - students write questions, rate each other.
Item bank of questions generated. Catalyst for learning and modelling standards. Peer feedback productive.
Authentic tasks - write about things but also how information can be used in real situations. 
Student generated resources.

Assessment for learning as a catalyst.

Beyond the lone enthusiast - how to find time and take ideas forward.
Shirley Alexander - (fnd link)

Flexible and reuseable ; Networks for sharing learning; tools 
New strategy univeristy managament  - how much do they realise how that will filter down? 
New capabilities and challenges - how to implement and operationalise? 
Rules in institutions out of step with how young people operate online - new rules needed ?
Tensions - accreditation and economic models not working.
Students come out of university with huge levels of debt that changes their life choices.

Assessment a catalyst for learning as well as a measure.
Employers encouraged to use authentic tasks rather than paper based testing. 

==Student centred rich media assessment== 
===Alexander Hayes, INSPIRE Centre, University of Canberra===
TAFE sector uses mobile technologies for students gathering their own evidence and putting into portfolio. Emerging technologies - Google glass. Body worn video and capture for purpose. 
Alternatives to traditional approaches : Bring your own device, mapped for assessment. 
Strategic engagement - student generated content - gathered, aggregated, distributed on social networks. 
http://alexanderhayes.com/about/
Body worn technologies 
Inspire Centre 
Blog