Authentic Learning - The gift project - Article on formative peer assessment in international higher education

Oct 15, 2026

Authentic Learning: The gift project explores how higher education teaching can support diverse learners by viewing learning as enabling participation in knowing. It argues that authentic learning practices from The Gift design project link students’ interests and prior experience to motivation, engagement, and the formation of learning. The project introduces innovative formative strategies enabling peer assessment, peer feedback, review, and reflection, and reframes assessment to strengthen problem solving, critical analysis, creativity, and learner autonomy within internationalized, virtual collaboration contexts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Background

Higher education and lifelong learning

Globalization and virtual worldwide collaboration

The Global Studio and The Gift project

Global Studio purpose

The Gift project roles and communication

Formative strategies and peer assessment

Authentic Learning: The gift project Erik Bohemia and Gillian Davison, Northumbria University Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to teaching and learning can assist in offering a perspective on learning which views learning as‘enabling participation in knowing’. We propose that the authentic learning practices developed in The Gift design project, discussed in this paper, constituted approaches which acknowledged that students’ interests and experience are intrinsically bound up with motivation and engagement and, as such, have a major influence on the ways in which learning is constituted and developed. The Gift project has developed a range of innovative formative strategies which have provided both students and tutors with opportunities to become involved in peer assessment and review, peer feedback and reflection on learning outcomes. This re-conceptualisation of the assessment process has provided valuable insights into the development of learning skills such as problem solving, critical analysis, and the development of creativity and learner autonomy. Key words international, formative assessment, peer review, internationalisation Background Higher education in the United Kingdom is currently undergoing significant challenges and pressures in relation to change. The successful learner is now not viewed as someone who can acquire knowledge and skills, but as someone who knows ‘how to learn’. Communication, collaboration and problem-solving abilities are seen as positive qualities in the learner, and positive educational outcomes (Benson & Toogood, 2002) . These concerns are reflected in the national agenda to raise the standards of learning and, as such, have become an important national priority. Various studies (e.g. BIS, 2009; Kogan & Teichler, 2007) indicate that today’s graduates need to be able to: apply knowledge when working with people, be able to work independently, be efficient problem-solvers, engage in self-evaluation, and be able to develop higher order skills to become ‘lifelong learners’ in an increasingly globalised, technological world. The Leitch Report (2006) has highlighted the role of Universities in developing ‘Lifelong Learners’. Lifelong learners are described as to: ‘learn independently, think creatively, solve complex problems, manage time effectively, show determination and resilience, and work with others.’ (Institute of Directors, 2008, p. 22) The increasing globalisation of the production, distribution and consumption of goods and services is both the condition for, and the consequence of, major changes in the ways consumer products are developed, manufactured and consumed (du Gay, 1997; Hawranek, Jung, & Tietz, 2005; Hoppe, 2005; Reich, 1992) . These changes include the contemporary shift to the geographic distribution of design teams. Therefore, designers nowadays often find themselves developing products that will be designed, produced, marketed and consumed globally in markets distant to the country were they are based. They also might need to collaborate with colleagues who might be based in different countries. This means that designers often require additional skills to those needed in more-traditional workplaces (Larsen & McInerney, 2002; O’Sullivan, 2003; Song, Berends, van der Bij, & Weggeman, 2007; Xie, L, Fung, & Zhou, 2003) . In addition, this situation of ‘virtual worldwide collaboration’ and the new emphasis on speed and flexibility requires a new and different approach for managing new product development – which utilisesa parallel way of working that involves regular customer/ client input whilst being heavily reliant upon clear and precise communication.

FAQs

What does the paper argue about authentic approaches to teaching and learning?

Authentic approaches can offer a perspective on learning as enabling participation in knowing, and they connect students’ interests and experience to motivation and engagement.

How does The Gift project use formative strategies and assessment?

It develops formative strategies that create opportunities for peer assessment, peer feedback, review, and reflection, and it reconceptualises assessment to support key learning skills.

Why is internationalisation and virtual collaboration important in the paper?

Globalized design work and distance collaboration require additional communication and problem-solving skills, so the Global Studio and The Gift project prepare students for this networked world.

Oct 15, 2026

Uploaded by anakgang17