The Media and Learning Annual Conference takes place in Leuven in Belgium, on June 2nd and 3rd 2022. The theme is ‘The University of the Future – Mediated, Pixelated, Hybrid or Virtual?’ Media Based Assessment is the use of video and other media in the assessment process is a growing trend which has significant implications both in terms of pedagogy and practicality. Many institutions are turning to such assignments as part of evaluation practices and there is a great deal to be shared in terms of best practice and overcoming barriers. In 'lab education', we have the challenge of assessing a variety of media-based assignments. How do you assess products in multiple media-based formats? How do other organisations manage this and what are their good practices? How do we ensure that assessment rubrics are specific enough while allowing room for a variety of formats and end products? In the ‘Human Revolution’ the world needs Creative Problem Solvers According to Perttu Pölönen , we are entering the Human Revolution, in which the focus of workers will be as creative problem solvers . In the last few years, a new form of education has emerged at Inholland University of Applied Sciences and across higher education. This focus aims to create an environment in which intrinsically motivated students are given freedom to develop their creative problem-solving skills. This began pre-pandemic but has accelerated since we’ve returned to the campus. The old structures of education are merging into new forms. In the lab context, international bachelor students work in multidisciplinary groups for a semester. They use Design Thinking and iterative prototyping to examine real-world, wicked problems and provide insights for local collaborating partners. A head researcher (lab lead) provides the research context, wicked problems, and network partners. A lab coordinator plans and arranges the various activities. And the multi-disciplinary coaches and learning directors facilitate the learning and deliver the education. The Urban Leisure and Tourism Lab, Amsterdam The first iteration of this concept was the Creative Growth Initiative (founded at our Diemen campus by my colleagues John Tielman and Esther Bouw). Since that original founding about five years ago, the pedagogical approach has developed through various iterations. And the number of labs has been ‘scaled up’.