🙄

Thanks #LTHEChat team, and @kenmccarthy.ie and @hazelfarrell.bsky.social
Now to catch up on happenings in #TraitorsUK

Yes. The (new, shiny!) tool should support the process; process first; pedagogy first.
A6 #LTHEChat

Now there's an idea 🙌
A6 #LTHEChat

A6 #LTHEChat Engage students as partners in the co-design of their authentic assessments, critiquing GenAI if used in the process e.g. to create a rubric etc.

A4 #LTHEChat Like many others I have been learning how to use GenAI in my teaching and I tell my students that I use it to generate multiple choice questions for our classes. I also tell them that I know the source materials I use in my prompts, whereas they don't! Being open and transparent is key.

A3 #LTHEChat On our programmes we take the approach that students will use GenAI in their future workplaces, so understanding how we can design authentic assessments with their futures in mind.

Agree with what others have said regarding A2 #LTHEChat With so much out there, how can we support students select the best information available to them?

A2 #LTHEChat Hmmm perhaps I should consult Copilot for ideas on how to answer this one 🤣

A1 #LTHEChat For me the 'disruption' is the lack of transparency by some students in their use of GenAI even though I encourage them to use it for brainstorming and idea generation, along with a 500-word critique of the generated output, that's probably the piece they don't like 😇😉

Thanks Sue, the tool sounds familiar 🤣 #lthechat

A5 #lthechat Institutional membership would be good along with a support structure for those interested in pursuing fellowship. Going it alone is likely tougher 😥

A3 #lthechat I look at the categories from time to time but that’s as far as I get! I might have to ask @suebecks.bsky.social for advice 😇

A4 #lthechat I am in a working group to support career progression for those in teacher roles at my uni. I think it would be very helpful to collaborate and work towards the different levels of fellowship in parallel. Although I don’t think we have institutional membership (yet 😉)

Q3 #lthechat I don’t have any level of fellowship (yet) so getting to the application starting line is a challenge. I do consider myself a reflective practitioner however 😇

Adding to my summer reading list ☀️😎
@paulashwin.bsky.social @edreslancaster.bsky.social

Reflections from a curious educator at AHE 2025 (part 1) As an alumna of the Educational Research Department at Lancaster University I regularly attend the Saturday PhD Study Days, hosted by Dr Ann-Marie Houghton. With my PhD now in the rear view mirror, these days are dedicated to writing and research projects. Late in 2024 I was thinking about what conference I might attend in 2025 for personal and professional purposes and at one of these days, my Lancaster colleague Sue Beckingham, suggested the Assessment in Higher Education Conference held annually in Manchester, might be of interest:

There remains a lot to reflect on following #aheconference25 as a first-time attendee.
Many thanks to everyone involved in making it such an enjoyable event. I hope to be back next year.

See you soon Sally 👋

I’m here Jan, and looking forward to learning loads. Expecting to meet up with fellow @edreslancaster.bsky.social colleagues, @suebecks.bsky.social and @jenhayes84.bsky.social, did not spot any other names yet🤞

A6 #LTHEChat As class sizes increase I find that instead of having one group per assessment theme, I might have two or three, then pick one group to present to the class. Peer feedback also works well between the two/three groups since they have researched a common theme.

A5 #LTHEChat I give my students a selection of themes/problems to choose from for group assessment with a selection of readings. They join a group to work on the theme they have self-assigned to, do their research and later present to the class (sometimes live, sometimes recorded) with good results.

A4 #LTHEChat With different tasks where groups are required to share their learnings with the class, there is greater opportunity to learn more (from each other).

A3 #LTHEChat I think it depends on the makeup of the group. Sometimes a strong individual can dominate, other times less strong students come to the fore with support from their peers. On balance I believe group learning to be more effective.

A2 #LTHEChat Group discussion interspersed with facilitator feedback / contribution. Students actively participate rather than passively listen as in a lecture.

A1 #LTHEchat Flexibility and adaptability to student needs, being an active listener, willingness to engage in learning ie. Learning with and from one another.

A5. #LTHEchat Continuous investment in teachers, teaching, tools that support the pedagogical process, not the other way around that can sometimes be the case. As an industry colleague used to say, 'technology makes a bad process go faster' - he wasn't wrong.

A4. #LTHEchat I love the diversity of my on campus classroom with international students from a variety of countries. This year @vevox.bsky.social has been a wonderful tool for students to enter the phonetic pronunciation of their names - and a useful guide for me 😉

A3. #LTHEchat For my part-time teaching role over 20 years, the shift from distance to online Masters programme in 2012 has been overwhelmingly positive, and good practices continue to improve - appreciate this isn't exactly responding to the question 😇

A2. #LTHEchat A library at all our fingertips, although I admit to enjoying a trip across campus with/for an armful of books.

Very true in my experience.
Even when I suggest book chapters.... or papers, and why they are useful (Leganto reading list is handy for this)... still they complain, 'there is too much to read' even though they are not asked to read everything.