introduction

**1. Introduction** This assignment examines the //International Law in Contemporary Society// module, part of a programme harnessing forward-thinking teaching, technology and transformation at Edinburgh Napier University. According to Andrew Comrie, Director of the TESEP programme, the intention is to drive 'institutional transformation from a pedagogic perspective' by rethinking traditional tutor-student and student-student relationships, focusing on learner autonomy, and pedagogical and assessment practices. In a rapidly-shifting educational context, this programme uses online teaching and learning technologies, creating a fertile context for the group to evaluate the challenges faced by tutors and students working together in HE.

The module is critically scrutinised around the challenges and affordances of blended and online learning. The report will examine the module documentation, resources, and module leader's blog to interrogate ways that a focus on ‘learner autonomy’ and ‘online assessment’ can be used to highlight ongoing issues, conflicts and provocations faced by the tutor and students.