Prof Iwi Ugiagbe-Green (ManMet) reminding us of bel hooks and possibilities in the day 2 keynote at Salford L&T Festival #FLT25

Iwi Ugiagbe-Green reflecting on the importance of Ubuntu philosophy in education in a brilliant keynote at Salford Festival of L&T #FLT25

Prof Carol Evans reflecting on "Savvy feedback seekers" at Salford L&T Festival #FLT25

Welcome to Day 2 of the University of Salford Learning and Teaching Festival #FLT25

Nicky Morgan and Matt Jones discuss the pedagogical value of Escape Rooms at the Salford L&T Festival #FLT25

Tracy Dixon inspiring us about programme based assessment with Foundation Year students at Salford L&T Festival #FLT25

Liminal spaces and students feeling "pleasantly lost", learning through enquiry and curiosity. Prof Susan Orr keynote Salford Festival of Learning and Teaching #FLT25

Prof Susan Orr keynote reminding us that university Education is not "delivery", but more active, collaborative and enquiry-based #FLT

Keynote advocating block Teaching - Prof Susan Orr at Salford L&T Festival ##FLT25

Prof Susan Orr kicks off Salford Festival of Learning and Teaching asking us to reflect on curiosity and creativity #FLT25

Jess Power welcoming delegates to Uni of Salford Learning and Teaching Festival #FlT25

#SedaCurriculumDevelopmentNetwork SEDA curriculum development event, University of Salford, Maria Kutar Salford Business School

Embedding Education for Sustainable Development into Salford's PGCAP programme #GoGreenSalford

Thank you! And great to see that, thanks to you and Nicole, #LTHEchat was the #7 trending topic in the world!

Thank you @LTHEchat 😊 🙏

Thank you #LTHEchat 😊

Thank you so much @jonatanberhane.bsky.social and @njblythe18.bsky.social for a brilliant ##LTHEChat!

A6 podcasts can contribute to inclusivity as part of a varied assessment diet, as well as their potential for authenticity. I do have concerns about equal access to technology, though, with digital poverty and unequal cultural capital across a diverse student cohort? #LTHEchat

A5. I'm wondering whether the huge popularity of podasts today might encourage peer review, with students wanting to listen to (and evaluate) each other's work, and improve their assessment literacy in so doing? #LTHEchat

A4. So long as we can ensure fair access to the technology, podcasting may help to give a voice to underrepresented groups who might be disadvantaged by traditional modes of assessment #LTHEchat

A3. Podcasting could be a good way of encouraging students to work collaboratively, hopefully overcoming some of the barriers in groupwork #LTHEchat

A3. By using authentic assessment tasks i.e tasks which are meaningful and relevant to the learners, to their academic and professional identity as well as to the workplace. #LTHEchat

A2 an institutional challenge is sustainable access to podcast technology and the training to use it #LTHEchat

A2. One challenge will be communicating that students are being assessed on learning outcomes, not their podcast production skills. #LTHEchat

A1 how did NotebookLM cope with the brief? From my limited experience with NLM, I found it superficially very appealing, but it did come up with a fair amount of misunderstanding and nonsense in the content. Also, the format for all its "podcasts" is very formulaic, so the novelty soon wears off.

A1: I have not tried using podcasts for assessment (not yet at least!) However we do offer an audio/video as an alternative format to the written portfolio, with limited uptake so far. I suspect one barrier is just that people take time to get used to alternative formats?#LTHEchat

@jessnaphodg.bsky.social welcome to Bluesky. Enjoy your time here 😁

A6 no one-size-fits-all approach to feedback can be truly authentic. Also, authentic feedback is more likely to be inclusive feedback (and vice versa)
#LTHEChat

A6 Authentic feedback, as with authentic assessment, ought to be "authentic for me, us and them" ie meaningful and relevant to the individual student, as well as to their communities, as well as the outside world. #LTHEChat

Designing Effective Feedback Processes in Higher Education | A Learnin Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher

A5 my go-to has to be Winstone and Carless (2019)
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