The lecturers chose a textbook that was suitable for the course and the level of the students (second year BSc). Using that textbook as the foundation, the teaching team facilitates the creation and communication of original course content by the students. Specifically, student groups prepare and deliver a short lecture based on a chapter from the textbook, and pairs of students write a knowledge clip script on a course-related topic of their choice and then share their creation with the rest of the class.

These learning outcomes are assessed in a summative way. Both the lecture and the knowledge clip are graded by means of a rubric and accounted for 15% of the final grade. The lecture preparation requires that students deeply study one of the topics, which is also assessed on the final exam.

For both these activities, students are provided with a wide range of resources. The lecture groups interact closely with lecturers and teaching assistants, who help the groups with their preparations. Here, the emphasis is not only on scientific content but also on relevant skills, such as how to choose a lecture focus or angle, select and compose the information, and communicate the message. Through this guidance and with the book as the content foundation, the quality of the lectures and the knowledge clips is assured. Thus, with these learning activities, students are stimulated to master the subject of the course and improve their communication skills.

Both activities (lecture and knowledge clip) are possible to organize with online or in-person teaching. In the first years after re-designing the course, the knowledge clip activity was also completed in larger groups (5-8 students). When education went online with the start of the pandemic (i.e., period 5 in 2020), the knowledge clip groups were reduced to pairs, to facilitate collaboration. Both activities are also possible in a larger course (REG20303 in 2020-2021 has ca. 130 students) if the teaching team is robust enough to offer sufficient support, which at moments can be quite demanding. Due to a limited number of relevant book chapters, a trial is being conducted in which two different student groups will prepare and deliver a lecture on the same topic. The hope is that the duplicated lectures will not be a pitfall but instead will demonstrate to the students that similar topics can be approached in different ways and with a different focus. Another benefit is that a bit of repetition will serve to reinforce the most important points.

• For creating the knowledge clip, do not focus on the video editing tools or video quality (but many of our “digital native” students will surprise you with their “hidden talents”!). Focus on the content both in the description of the assignment and in the assessment. Here, for example, focus on the knowledge clip script rather than the clip itself.
• Be sure to provide instructions that are clear and detailed. Such instructions can help keep the quality consistent and avoid any surprises for teacher or students. Make sure that the expectations are clear to the students (Is the script being grade and the video clip “just for fun” and for sharing with classmates? Or are both being graded?)
• In the online version, pre-scheduled moments of interaction (e.g., feedback on draft lectures from teachers to student groups) become very important. In the previous year with in-person teaching, members of the teaching team would simply circulate around the classroom and help groups on an as-needed basis.