Editorial
In the final issue of 2014 I am delighted to be welcoming papers from across the world, with contributions from Australia, New Zealand, the United States and Europe. The papers cover a range of contemporary topics including learning in the digital era; supporting students in their academic literacies; first year experiences and an area close to my heart – authentic assessment. In the first paper by Kearney and Perkins, we look at engaging students in their assessments. They have developed a model to foster Authentic Self and Peer Assessment for Learning (ASPAL) which has shown success in both the design and facilitation of assessments. They acknowledge the complexities of adopting authentic assessment but provide a convincing argument that the effort is worthwhile. The second paper, by De Jong and colleagues, also keeps the authentic practice theme going. These authors investigate lifelong learning in the public health sector finding that a blended approach to professional learning that is based on authentic problem based learning is a highly effective way to encourage learning.