by Anouk den Hamer, Educational Development & Training, Utrecht University, The Netherlands.
Rethinking student assignments
For decades, essays have been the standard way for students to demonstrate learning. They test students’ ability to structure arguments, analyse information, and develop critical thinking skills. But in today’s digital world, more and more educators are exploring alternative ways to assess student learning. These alternatives aim to capture a broader range of skills, including creativity, digital literacy, and communication.
Students increasingly consume and communicate information through a mix of visual, auditory, and interactive formats. If we want to prepare them for real-world communication, shouldn’t we also give them the opportunity to create content in these formats? Media assignments -such as knowledge clips and podcasts -allow students to engage with course material in a different way. They must actively structure, present, and explain concepts in a way that is engaging and accessible.
At the Media & Learning 2025 conference, I will explore how media assignments can enhance engagement, encourage creativity, and build real-world skills. But I’ll also discuss the challenges: How do we maintain academic depth? How do we support students in learning technical skills? And how do we balance creativity with assessment?
Why media assignments?
Media assignments do more than simply replace essays; they transform how students engage with knowledge. Instead of passively absorbing information, students take ownership of their learning, structuring content in a way that makes sense to an audience.
Creating media forces students to think critically about how to present complex ideas clearly and effectively. A podcast, for example, requires more than just recording a discussion – it demands careful structuring, argumentation, and audience awareness. A knowledge clip, on the other hand, challenges students to condense key concepts into a concise and visually engaging format. These assignments push students beyond traditional academic writing, helping them develop skills in digital storytelling, communication, and content curation.
Importantly, these are real-world skills. Digital literacy is no longer optional in many fields, and media creation is becoming increasingly relevant in both academic and professional settings. Many students even use their media assignments as portfolio pieces when applying for internships or jobs, showcasing their ability to communicate ideas effectively in different formats.
A law student who completed a podcast assignment reflected in the course evaluation:
“A podcast is a great way to inform an audience informally. You really need to think differently—because you’re used to academic writing. But this is a good thing, because in the end, you have to master the knowledge in such a way that you can explain it in a fun, clear, and understandable way.”
Challenges: what to watch out for
Despite their benefits, media assignments come with challenges that need careful consideration.
Time and resource constraints can make media creation demanding for both students and educators. Without clear guidelines, assignments can vary widely in length and complexity. Should students submit a 15-minute podcast or an hour-long discussion? Setting realistic expectations is key.
There is also a technical learning curve. Not all students are familiar with editing software, and technical difficulties can overshadow the learning experience. The right support – whether through tutorials, workshops, or AV resources – can make a difference.
Another key challenge is balancing creativity with academic depth. Students sometimes focus too much on production quality, neglecting research and analysis. A well-structured assignment and clear grading criteria help ensure that content quality remains the priority.
Want to learn more?
During Media & Learning 2025, I will share best practices for teachers, AV-support staff, and educational consultants. Whether you’re designing assignments, supporting students technically, or advising educators, this session will provide practical strategies to make media assignments work effectively.
Join me at the conference for an interactive discussion on how we can rethink assessment in higher education.
For more details, reach out at a.h.denhamer@uu.nl or visit Educational Development & Training at Utrecht University.
Author
Dr.Anouk den Hamer, Educational Development & Training, Utrecht University, The Netherlands.
