The pleasure of podcasting: an entanglement of joyful reflections

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Abstract

Authentic assessment in higher education continues to be a sought-after aspiration working both to tackle the challenges posed by artificial intelligence and to enhance the equitable nature of assessment. Until more recently, higher education has put more emphasis upon on individualistic and quantifiable forms of assessment, which in turn limits the very social nature of learning (Boud and Bearman, 2024). This case study explores integrating collaborative podcasting ‘professional conversation’ as a dialogic form of assessment within initial teacher education in Scotland.

In this ten-minute podcast, we discuss the process, practicalities and impact on learning when creating a podcast assignment that focused on social justice and wellbeing, for a Year 3 undergraduate primary education module in Scotland. We explore the process of supporting students in preparation for creating podcasts and how students responded to real-world assessments. Through our conversation, we examine the method used to facilitate the assessment and explore the experience of being a marker on the module and how the students' engagement in this assessment method enhanced their learning around social justice and wellbeing and the evaluation of this process.

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Keywords

podcasting, initial teacher education, assessment, dialogic space, digital skills

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