In most courses I have taught in or reviewed, assessment weights rise across the term. The biggest and most-weighted task has been at the end, so students receive feedback on about half or less of their overall marks before the task that has the highest stakes. In redesigning PHCM9391 I tried to change this. The sequence is now front-weighted, so

PHCM9391 Health Organisations, Strategy and Change has around 400 working health professionals enrolled each year, most studying online and many asynchronously. Whether students in a cohort like this engage depends partly on whether they feel like they belong to it, so I treat inclusion as a course design issue. I speak directly to students who will watch the recording (not just the ones live