In the climate of UNSW3+, where contact time and turnover time for marks and feedback is truncated, I have worked towards efficient assessment delivery by exploiting existing digital interfaces. Specifically, I engaged with the Medicine Education Development Unit (MEDU) in 2018 to adapt existing electronic systems in the Faculty of Medicine (eMed) to digitally mark Neuromuscular Rehabilitation (HESC3592) clinical exams using an iPad interface. This had previously utilised paper marking sheets with manual calculation and input of grades and feedback. The system’s application saved our team approximately 20 hours of manual handling of marks and feedback, paving the way for other courses in the Department of Exercise Physiology to initiate its implementation (e.g. Movement Rehabilitation (HESC3532) which undertakes a similar format for examination to the Neuromuscular Rehabilitation). As an extension of this, I worked further with MEDU to develop a new digital interface to undertake live, peer/self-marking in simulated case study learning sessions which had also utilised cumbersome, paper marking systems. Specifically, students receive five marks from a single forum session requiring them to discuss a clinical case: 1. self-review, 2. from their peers, 3. from their clinical group and 4 and 5. from two independent academic markers. Thus, feedback turnaround times are distended to cope with the volume of manual entry. If the interface is successful, I foresee reduced marker burden and swift delivery of feedback to facilitate reflective learning practices in our students.

Furthermore, I have proactively been involved in digitally uplifting the first year Exercise Programs and Behaviours course (HESC1511). This involved developing online resources for distance engagement and constructive alignment of content for the UNSW3+ terms. Specifically, I connected with other course convenors both across stages and within the same stage, to scaffold teaching content and improve student learning.