The aim of the current approach was to enhance all (400+) L4 students’ leaning experience and improve their academic performance and motivation to learn by using a powerful technology-enhanced learning approach (DS) and an inclusive formative assessment strategy (ICGA). I used ICGA to promote peer learning/mentoring and help students better understand the assessment criteria and requirements of the assignment, the theories involved in the module (i.e., digital business strategies), receive multiple feedback, and develop valuable professional skills i.e., negotiation. I used DS to:
increase students’ interaction and foster inclusion and Social Justice, engage them as partners in learning by allowing them to take responsibility for their own learning, decolonise the curriculum by celebrating their multilingual identities through translanguaging, and
develop their digital skills by experimenting with multimodal literacies.
In terms of this initiative, 400+ first year students were taught various DBM theories as part of a module (Figure 1). They were asked to choose their own company and do some research on their website to identify various elements (digital business and marketing strategies) and provide recommendations as consultants. Students had to prepare a DS in the form of a website or a blog in which they could use text, videos, podcasts, infographics etc. to present their findings and recommendations. They were then involved in ICGA, received feedback from their lecturers, wrote a paragraph reflecting on their achievements, challenges, and areas for improvement, and submitted their DS. Finally, they presented their work in terms of an online mini-conference to their peers in Levels 3 and 4.