Abstract
This paper presents insights from an ongoing action research project conducted at an Australian regional university that is exploring the potential of renewable assignments for developing students’ graduate attributes. A renewable assignment task, where students create artefacts for assessment that become openly licensed, was run in two postgraduate education courses, one course about literacy and the other about guidance counseling. This paper offers an explanation of this work in progress. It concludes with a discussion of some preliminary ideas about the value of renewable assignments for students in relation to expectations shared by in-service professionals, and the graduate attributes that are not always taught explicitly in online education.
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