EDUCON2022 28–31 March, 2022, Tunis, Tunisia

EDUCON2022 28–31 March, 2022, Tunis, Tunisia


Closed book exams have been an enduring staple in engineering education. However, during the COVID pandemic, measures to mitigate the pandemic such as the closure of in-person learning and enforced social distancing made it impossible to conduct closed book exams. This situation forced universities to explore alternative forms of assessment that could be administered through the medium of the internet. This included open book exams, individual and group project work, automated online assessments, and oral examinations which were all conducted through the medium of the internet. As the pandemic recedes, it is apparent that these internet-mediated, open book assessments will stay on alongside the old and trusted closed book exam.

The objective of this Special Session is to explore the challenges and opportunities of internet-mediated, open book assessments in Engineering and other quantitative disciplines. Opportunities include the potential for more equity and inclusivity in assessment, and the ability to assess higher order learning more effectively. Challenges associated with these internet-mediated assessments include the increased opportunities for student violation of academic integrity, educators’ lack of experience in designing and administering these assessments, and inequality in internet accessibility.

Participants will look at practical and pedagogical considerations when implementing internet-mediated, open book assessments, including providing pastoral care and support to students during their examination and study periods. Participants will also consider approaches to designing problem sets that assess higher order thinking skills, and that are resilient to academic misconduct. Issues of equity and inclusivity in designing and delivering internet-mediated, open book assessments will also be addressed.

Topics of Interest

Authors are invited to submit complete papers for the TOE special session. The topics includes the following:

  • Challenges and opportunities of Internet-mediated, open book assessments in Engineering and other quantitative disciplines
  • Equity and inclusivity in open book assessments
  • Adapting teaching and learning for open book assessments
  • Managing the transition to open-book assessments
  • Practical and pedagogical considerations when implementing open book assessments
  • Evaluating the use and effectiveness of online automated assessment technologies
  • Protecting academic integrity in online assessments
  • Designing exam questions for open book assessments
  • Designing online formative assessments
  • Any other topic relevant to internet-mediated open book assessments

Program Committee


  • Abel Nyamapfene, University College London, United Kingdom, (Co-Chair)
  • Anita Campbell, University of Cape Town, South Africa, (Co-Chair)


  • Batseba Mofolo-Mbokane, University of the Witwatersrand, South Africa
  • Benjamin Tatira, Walter Sisulu University, South Africa
  • Iva Burova, University College London, United Kingdom
  • Matheus Oliveira De Andrade, University College London, United Kingdom
  • Pragashni Padayachee, University of Cape Town, South Africa
  • Stephen Lynch, Manchester Metropolitan University
  • Tracy S. Craig, Department of Applied Mathematics, University of Twente, Enschede, Netherlands

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Important Dates

25 Oct 2021Abstract submission, Proposals for Special Sessions, Panels and Workshops
05 Nov 2021Notification of Abstracts and Special Sessions acceptance
12 Dec 2021EXTENDED
- Complete paper upload for accepted abstracts (main conference)
- Submission of complete papers for Special Sessions
- Submission of Work-in-Progress and Student Poster Papers
- Proposals for Panels and Workshops
15 Jan 2022Notification of Acceptance
10 Feb 2022Author registration deadline
Camera-ready submission for all submission types
28 Mar 2022Pre-conference Workshops
29 Mar 2022Conference Opening
31 Mar 2022Conference Closing


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