Limina

16/10/2026

𝗜𝗳 𝗔𝗜 𝗰𝗮𝗻 𝗰𝗼𝗺𝗽𝗹𝗲𝘁𝗲 𝘁𝗵𝗲 𝗮𝘀𝘀𝗶𝗴𝗻𝗺𝗲𝗻𝘁, 𝗵𝗼𝘄 𝗱𝗼 𝘄𝗲 𝗸𝗻𝗼𝘄 𝘄𝗵𝗮𝘁 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗮𝗰𝘁𝘂𝗮𝗹𝗹𝘆 𝗹𝗲𝗮𝗿𝗻𝗲𝗱?

What a bothersome question, don’t you think?

Last week, we dug through 50 years of assessment research and pulled out seven principles to guide how we design assessment tasks.

This week, we’ve taken the next step.

If assessment is meant to help us understand what a learner knows, understands, can do and can judge, then we need evidence that helps us see those things clearly, even when AI has helped produce the work.

That led us to four questions:
1. What must the learner be able to do independently?
2. What can they do with appropriate support?
3. How well can they judge and use that support?
4. Can they carry the learning into another task, context or point in time?

I think these questions give us a very practical place to start when we look at an existing assessment and wonder whether it still tells us what we need to know.

This week’s blog unpacks each one and connects it back to the research.
Read: If AI Can Complete the Assignment, How Do We Know What Students Actually Learned?

https://limina.co.za/what-did-they-learn/

12/10/2026

“𝗜𝘁 𝗳𝗲𝗲𝗹𝘀 𝗹𝗶𝗸𝗲 𝗲𝘃𝗲𝗿𝘆𝘁𝗵𝗶𝗻𝗴 𝗶𝘀 𝗔𝗜-𝗴𝗲𝗻𝗲𝗿𝗮𝘁𝗲𝗱!”

If you’re teaching, training or assessing, that feeling may be painfully familiar.
A student submits a polished essay. Another hands in a beautifully structured report. Someone else produces an impressive presentation. Your gut says something is off. It smells like an AI-rat, and the alarm bells start Ding-Donging loudly!

𝗜𝗳 𝗔𝗜 𝗱𝗶𝗱 𝗮𝗹𝗹 𝘁𝗵𝗶𝘀, 𝘄𝗵𝗮𝘁 𝗱𝗶𝗱 𝘁𝗵𝗲𝘆 𝗮𝗰𝘁𝘂𝗮𝗹𝗹𝘆 𝗹𝗲𝗮𝗿𝗻?

AI is part of the assessment environment now. Most students carry it in their pocket, and they’re using it to tackle assessment and learning tasks. In turn, our assessment design needs to change to account for this.

So how do we create assessments that still give us meaningful evidence of what students actually know, understand, and can do?

Last week, we dug through 50 years of assessment research and pulled out 7 Principles for Assessment Design to help answer that question.

Swipe through the carousel to explore them.

If you want a print-ready copy, sign up for the Limina newsletter, and we’ll send you this week’s blog, plus the print-ready 7 Principles for Assessment Design sheet to save, print or share with your team.

https://tinyurl.com/limina-newsletter

Later this week, we’ll put the principles to work and show what this can look like in practice.

09/10/2026

𝗪𝗵𝗮𝘁 𝗗𝗼𝗲𝘀 𝗮𝗻 𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝗔𝗰𝘁𝘂𝗮𝗹𝗹𝘆 𝗧𝗲𝗹𝗹 𝗬𝗼𝘂 𝗔𝗯𝗼𝘂𝘁 𝘁𝗵𝗲 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴?

When it comes to assessment, a great mark, a completed quiz or a beautifully written assignment can tell you quite a bit. Knowing how to get assessments to tell us what learning actually happened, and not just getting AI-generated content, is a different question.

We spent the past few weeks digging through 50 years of assessment research to see which concepts have stood the test of time, and what they mean for the way we design assessment today.

A few ideas kept bubbling to the surface time and again:
- Assessment shapes what learners pay attention to.
- Feedback needs to give learners somewhere to go next.
- Retrieval and spacing can strengthen learning.
- Learners can and should develop their own judgement.
- Bigger claims about learning need stronger evidence.

This week’s blog takes a stroll down Assessment Memory Lane and pulls those recurring ideas into practical principles you can use when designing learning and assessment.

Read the full blog: https://limina.co.za/what-do-we-know-about-assessment/

05/10/2026

𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝗵𝗮𝘀 𝗮𝗹𝘄𝗮𝘆𝘀 𝗯𝗲𝗲𝗻 𝘁𝗿𝗶𝗰𝗸𝘆.

How do we know someone has actually learned?

Does feedback really help?

What makes an assessment a fair test of what someone knows or can do?

How do we help learners get better at judging their own work?

Then Generative AI arrived, and suddenly these old assessment problems had a brand-new villain.

Except the problems have been with us for decades.

So, this October, we’re digging into 50 years of research on learning and assessment to understand what we already know, what AI has changed, and where AI might actually help us tackle some of these very persistent challenges.

This week, we start with the research.

Next week, AI comes out of the naughty corner.

Follow along, or sign up for our weekly newsletter to get the blogs delivered straight to your inbox.

https://tinyurl.com/limina-newsletter

02/10/2026

𝗪𝗵𝗮𝘁 𝗶𝗳 𝗥𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝗼𝗻, 𝗘𝘃𝗶𝗱𝗲𝗻𝗰𝗲 𝗮𝗻𝗱 𝗙𝗲𝗲𝗱𝗯𝗮𝗰𝗸 𝗖𝗼𝘂𝗹𝗱 𝗟𝗶𝘃𝗲 𝗧𝗼𝗴𝗲𝘁𝗵𝗲𝗿 𝗶𝗻 𝗠𝗼𝗼𝗱𝗹𝗲?

The Limina Reflection Journal gives students one structured place to reflect, upload evidence, receive feedback and build a record of their development across a course.

That could be a leadership student reflecting on how their thinking is changing, a student teacher collecting evidence during teaching practice, or someone completing a workplace qualification and building a Portfolio of Evidence as they go.

The journal grows with the student, keeping their reflection, evidence and feedback connected over time.

Interested? Come see what we built and how it works in our latest blog, https://limina.co.za/introducing-the-reflection-plugin/, or watch the video here: https://youtu.be/mkTmHO20a5U

30/09/2026

𝗧𝗵𝗲 𝗟𝗶𝗺𝗶𝗻𝗮 𝗥𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝗼𝗻 𝗝𝗼𝘂𝗿𝗻𝗮𝗹 𝗶𝘀 𝗮 𝗠𝗼𝗼𝗱𝗹𝗲 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝘆 𝘁𝗵𝗮𝘁 𝗯𝗿𝗶𝗻𝗴𝘀 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀’ 𝗿𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝗼𝗻𝘀, 𝗲𝘃𝗶𝗱𝗲𝗻𝗰𝗲, 𝗳𝗲𝗲𝗱𝗯𝗮𝗰𝗸 𝗮𝗻𝗱 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁 𝘁𝗼𝗴𝗲𝘁𝗵𝗲𝗿 𝗮𝗰𝗿𝗼𝘀𝘀 𝗮 𝗰𝗼𝘂𝗿𝘀𝗲.

In this short demo, we take you inside the Reflection Journal and show how it works in Moodle, from the student experience through to feedback, assessment and the developing record that builds over time.

It can be used for reflective learning, Work-Integrated Learning, professional development and Portfolios of Evidence.

Take a look inside.
Watch the demo: https://youtu.be/mkTmHO20a5U

Come see for yourself! We’ve built the Limina Reflection Journal to...

29/09/2026

𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝗶𝗻𝗴 𝘁𝗵𝗲 𝗟𝗶𝗺𝗶𝗻𝗮 𝗥𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝗼𝗻 𝗝𝗼𝘂𝗿𝗻𝗮𝗹 𝗳𝗼𝗿 𝗠𝗼𝗼𝗱𝗹𝗲

Limina’s latest Moodle Plugin, the Reflection Journal, works across a course not only in a Unit or Module, and allows a student to post a reflection after every unit that they complete. This means a student has ONE structured place to reflect, upload evidence, receive feedback and build a record of their development over time as they work through their course.

Our newest plugin can therefore support reflective learning, Work-Integrated Learning (WIL), professional development, and Portfolios of Evidence activities - all inside Moodle.

Read the full launch article here: https://www.linkedin.com/pulse/introducing-limina-reflection-journal-plugin-pz4if/

25/09/2026

𝐇𝐨𝐰 𝐦𝐮𝐜𝐡 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐬𝐥𝐢𝐩𝐬 𝐩𝐚𝐬𝐭 𝐰𝐢𝐭𝐡𝐨𝐮𝐭 𝐫𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧?

A course can be jam-packed with important learning moments: feedback, difficult conversations, decisions, mistakes and new ideas. Some of this learning stays with us. Sadly, much of it passes into the forgotten wilderness of our minds.

Reflective learning is a useful strategy for increasing learning gains by giving students time and space to make sense of their learning experiences.

This week’s blog looks at reflective learning and how it can be designed to support surface, deep and transformational learning.

Read the full blog: https://limina.co.za/reflection-matters-a-great-deal/

21/09/2026

𝗥𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝗼𝗻 𝗮𝘀 𝗮 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗗𝗲𝘀𝗶𝗴𝗻 𝗧𝗼𝗼𝗹

Asking learners to reflect on their learning, thinking, decisions, beliefs or assumptions can deepen the learning process. Too often reflection is tagged onto the end of a course with a ‘What did you learn?’ question, losing the power of this metacognitive learning tool.

Purposefully designed reflection tasks give learners time to make sense of what they are learning, connect it with what they already know, examine their reasoning and, where appropriate, reconsider how they think or act.

The way we design reflection therefore matters a great deal.

This week, we’re looking at reflective learning across the Limina Learning Design Continuum. Specifically, we unpack how the depth of reflection can be designed to match the kind of learning we want to support.

Swipe through to learn more.

18/09/2026

𝐈𝐧 𝐌𝐚𝐫𝐜𝐡, 𝐨𝐧𝐞 𝐨𝐟 𝐨𝐮𝐫 𝐜𝐥𝐢𝐞𝐧𝐭𝐬, 𝐉𝐄𝐌𝐁𝐀, 𝐚𝐬𝐤𝐞𝐝 𝐮𝐬 𝐭𝐨 𝐛𝐫𝐢𝐧𝐠 𝐚 𝐜𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐭𝐡𝐚𝐭 𝐭𝐡𝐞𝐲 𝐡𝐚𝐝 𝐛𝐮𝐢𝐥𝐭 𝐢𝐧𝐭𝐨 𝐚𝐧 𝐨𝐧𝐥𝐢𝐧𝐞 𝐟𝐨𝐫𝐦𝐚𝐭. 𝐋𝐢𝐤𝐞 𝐦𝐚𝐧𝐲 𝐨𝐫𝐠𝐚𝐧𝐢𝐬𝐚𝐭𝐢𝐨𝐧𝐬, 𝐭𝐡𝐞𝐲 𝐡𝐚𝐝 𝐬𝐭𝐚𝐫𝐭𝐞𝐝 𝐰𝐢𝐭𝐡 𝐚𝐧 𝐀𝐈 𝐜𝐨𝐮𝐫𝐬𝐞 𝐛𝐮𝐢𝐥𝐝𝐞𝐫, 𝐚𝐧𝐝 𝐭𝐡𝐞 𝐞𝐚𝐫𝐥𝐲 𝐫𝐞𝐬𝐮𝐥𝐭𝐬 𝐥𝐨𝐨𝐤𝐞𝐝 𝐩𝐫𝐨𝐦𝐢𝐬𝐢𝐧𝐠.

We spent months on it. Better prompts, rebuilt courses, review, adjust, try again. Each version came out slicker than the last. The chunking was sensible, the interactions plentiful, some of the AI imagery genuinely stunning. But somewhere in the mix, the essence of the course was lost.

We kept hitting the same question: What are the students actually learning in the course?

This week's blog is the story of what we did about it, and what it taught us about AI’s place in learning design.

Read it here: https://limina.co.za/actually-learning/