my learning assignment

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Our Learning Management System (LMS) can be accessed through the following steps:

• Visit the Weill Business Gatewat at wbg.weill.cornell.edu and log in with your CWID and password.
• Click the Learning Tile.

The Learning Management Homepage

1. My Learning Assignments : The My Learning Assignments tile displays your assigned learning activities. You can view your assignments and related details, launch training, and register for offerings.

2. My Learning Assignment Actions : Every learning activity is listed with an action button and status update. You can show/ hide information, view the course start date and location for enrollment. These actions may include:

• Request Approval: Initiate an approval request via an automated workflow.
• Request Schedule: Request information on the availability and course schedule from the course owner.
• Start Course: Launch a course.
• Continue Course: Re-launch a course you have started.
• Register Now: Register for a course assigned to you.
• Remove Course: Remove a course that you have assigned to yourself.

3. Links : Links to other learning and system features.

4. Learning History : Searches for learning activities in the available catalog. Enter keywords in the text box to perform a quick search for related items in the catalog. Click Browse All Courses to navigate to the Learning Catalog.

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Learning Assignments

Your Learning encourages exploration of recommendations or channel subscriptions to discover new learning yet sometimes, learning is identified by business leaders to be essential for their industry or marketplace. You can pinpoint learning assignments to your organization demographics like job roles, business units or regions. Managers can tailor assignments for their team by project or professional development needs. Audience demographic selections and ongoing assignments help promote consistency in learning policies and reduce administration overhead. After assignments are fulfilled, each assignment includes an easily available group completion report.

Examples of why learning may be identified for assignment:

• Sales teams are asked to complete product training prior to a product release date.
• Development teams agree to a group learning assignment to challenge and learn with each other.
• Employment may be subject to maintaining annual renewal of regulatory licenses or certifications.

To provide flexibility to match your assignment policies, there are two assignment levels: required learning assignments and learning assignments. Determine and clearly communicate to managers, teams and administrators how learning assignments levels affect annual reviews, benefits, promotions, or employment. All assignments regardless of assignment level will display to learners in their Your learning assignments queue sorted by assignment level, required first.

Once assignments are published and assigned, administrators and managers can view group completion reporting. Managers use the manager team completion reports. Learning assignment administrators can launch the reports directly from the published assignment records.

Implementation Note: All learning assignment features are optional configuration choices for each tenant. The assignment features are only available if the associated roles are granted to managers, administrators or Group Space privileged users. If no one is granted the assignment roles, no learning assignments can be created and learner's Your Assignments queue will be empty.

Access roles

There are six global roles associated with learning assignments. It's design to allow an individual or user group to create or administrate required learning assignments or learning assignments, or both. Administrator and creator roles provide access to create assignments in the Service Center interface. Manager roles provide access to create assignments in the manager interface.

The non-manager roles above may also be assigned to Group Space privileged members as Group Space permissions. In that case, the assignment audience will be limited to the Group Space members only.

• The administrator and creator roles don't grant access to view or edit manager assignments in the manager assignment interface.
• Managers may extend due dates or remove assignments for their team members if created by administrators in the Service Center if they have the corresponding assignment level access control. For example, if managers are only granted the LEARNING ASSIGNMENT - MANAGER role, they can edit or remove learning assignments created by administrators but they won't be able to edit or remove required learning assignments.
• Manager edit access to learning assignments only applies to their team members through the manager assignment interface. Managers can't view or edit learning assignments interface in the Service Center unless they also are granted an admin/creator role.

Assignments allow varied types of audience and due dates:

• Managers can directly create assignments to their team with a specific due date but on-going assignments aren't available.
• Administrators can assign learning assignments to user groups, specific list of learners, or by demographics, skills or job roles with a fixed due date.
• Administrators can schedule ongoing assignments by dynamic demographic groups and set the number of days to complete the learning based on when the assignment is made (on-going assignments).

When a learning assignment is created, a transcript is created. Required learning assignment transcripts are flagged as required for each assignee. Both display in the learners Your learning assignments queue. When a learning assignment is removed, the required flags on the transcript change to false, the assignment reason is replaced with the reason for removal and if the learner hasn't added it to their queue it will be recorded as a cancellation.

Handling learning assignment conflicts

Both managers and administrators may create learning assignments. When more than one learning assignment is created for the same learning activity and assigned to the same learner, manager learning assignments and due dates take precedent. For conflicts between administrators, the first learning assignment and due date takes precedent; new learning assignments won't overwrite current assignments for the same activity.

Additional documentation: Administrator learning assignments , Manager learning assignments or Learner experience

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The Learner Assignments Page

The assignments page allows you to prioritize your assignments with key course information available. this is the page where you can access and complete modules. feb 15, 2024 • knowledge, article details.

    The Assignments page is where you can see and access all of your assignments. Once logged into your Relias Platform account, click on the Assignments tab on the left-hand navigation bar to open the Assignments page. From your Assignments page you can: 

• Start and resume assignments
• View assignment details and training plans
• Add assignment due dates to a calendar
• Unenroll from elective training
• Print a list of your assignments
• Add External Training records

Please Note: If you have additional user roles, such as Administrator or Supervisor, first change your user role to Learner using the drop-down menu below your name to access your Assignments page. 

Accessing Your Assignments

Key details are shown for each module such as the length of a course, format for delivery, description, and due dates. There are several different types of modules you may be assigned. 

• Course: Courses include lessons, exams, and a survey at the end. These are the most common module type. 
• These modules may also have lessons and exams similar to a Course. 
• Commonly, these modules are used for non-training, but mandatory items such as CPR certifications, driver's license renewals, and other professional certifications.
• An Administrator or Supervisor will mark these complete when done. 
• For more information about Requirements Trackers, check out the article Requirements Tracker: Learner View .
• Pro-on-the-Go: Pro-on-the-Go courses are bite-sized videos designed to aid in knowledge retention and application. These do not have exams. 
• For more information about Skills Checklists, check out the article Skills Checklists: Learner View .
• These reviews are similar to Skills Checklists, but more comprehensive. 
• For more information about Competency Reviews, check out the article Competency Review: Learner Self-Evaluations .
• For more information about Competency Evaluations, check out the article Competency Evaluations: Learner Attestation . 
• For more information about Personalized Learning modules, check out the article Personalized Learning for the Learner Role . 

To start a module, click the  module title or Start button on the module card.

Elective Assignments

Electives are assignments without due dates. These may be assigned to you by your Administrator or Supervisor, or by yourself through the Course Library . All of your electives can quickly be found by clicking the No due date filter at the top of the Assignments page.

You can withdraw from any elective assignment. To do this, click Start to open the module details, click Withdraw , then click OK when asked to confirm your withdrawal. 

Filters and Features

  The All Modules page contains assigned and elective assignments that have not been completed yet. You can filter your assignments by selecting one of the following filter options.  

Due within 7 days

Due within 30 days

Due within 90 days

No due date

  In addition, the Sort By drop-down will order your assignments by earliest due date or alphabetical by title, and the Search bar will help you find assignments by title or key words.     

    To view the description of a module, click View More .     

Add to Calendar

Adding your assignments to your digital calendar can be a great way to set aside focus time to work on completing them. Since you are adding it to your schedule, you can choose the time and day for working on the assignment.  To add focus time to your calendar, use the Add to Calendar menu below each assignment to add a reminder to your Apple, Google, Outlook, or other digital calendar. 

Please Note : The default date and time you see for your calendar entry may not reflect the due date or Live Event session time of your assignment. We recommend referring to the Assignments page in your Relias Platform account for current assignment due dates and session dates. 

If you'd like to add a Live Event session to your calendar, click Add session to calendar under the session time and date. 

Training Plans

The Training Plans page groups incomplete assignments by training plan. Training Plans are groups of trainings that have been assigned to you by your organization. You can navigate through the courses of training plans by expanding and collapsing plans. 

Additional Details

Print assignments.

You can print a list of your assignments using the Print Assignments button. Any filters, sorting, or search you apply to your Assignments list affect how your assignments are displayed when printed. For example, when assignments are sorted by Due Date they are grouped in an agenda view by due date, and including a filter such as Overdue will only print assignments that meet the filter criteria.     

External Training

If your organization has enabled External Training, you can add external training records at the top of the Assignments page.     

Information

2568394 - My Learning Assignments to display curricula

It is required to display/to list curricula in the My Learning Assignments box, in the Learning user side.

Environment

SAP SuccessFactors Learning

The functionality is not currently part of the SAP SuccessFactors Learning module. The My Learning Assignments box shows items only. Alternatively, to have a different system behavior, it would be possible to have an enhancement request created for it, where the Learning Product Management team can further review and assess the requested functionality to be considered in a future release, and/or check the possibility of a custom solution.

2090228 - How to Submit Ideas for SAP SuccessFactors Products

2149831 - SAP Professional Services / SAP Certified Partner / SAP Account Management Team [SuccessFactors Cloud]

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