Notes:

A fourth, and important, point is that there might be conflicts across the 10 principles proposed in Figure 2. For example, encouraging time and effort on challenging learning tasks (principle 2) might be incompatible in some situations with providing choice and flexibility in the timing or content of assessments (principle 7). However, this merely points out the need for teachers to make decisions about what is appropriate to their context. For example, a clear structure might be required early in the course before choices are made available. Alternatively choice may be possible within a structured framework (e.g. students choosing which of four assignments might count in the exam).
Another area of potential conflict is that of encouraging peer dialogue through group working. When the 10 principles framework was recently presented to a mixed staff-student audience in one University, some students expressed a concern that being assessed on grouping work violated the idea of giving choice in modes of assessment. These students were not comfortable with the idea ‘forced’ to work in groups. One approach to resolving this issue is to argue that group working be made an option rather than compulsory. Another approach is to argue that group working is necessary in future employment and that it is the duty of the university to prepare students for this. Whatever the decision, I think it is important to recognise the difference between group working as part of academic learning (e.g. tasks that require students to learn together) and group working with a social goal (e.g. to create friendships). While the former might be compulsory the latter goal must be pursued at the students’ discretion.