Memory, Metacognition, and Motivation for Enhanced Learning’ in which participants discussed basic pedagogical principles such as memory, metacognition and motivation. Another session concentrated on effective instructional design, using insights from behaviorism, cognitivism and constructivism. Finally, a session on ‘Evidencing Learning through Authentic Assignments’ highlighted the necessity of authenticity in educational assessments, exploring the GRASPS framework: learning how to create authentic assignments by considering the task’s goal, role, audience, situation, product and standards.