Disclaimer:
This episode was generated using AI narration via Google Notebook LM. It is based on and produced from the full article published on the Echoes of Learning and Teaching Substack.

🎧 Episode 9: “Beyond the Tick Box: Why Curriculum Mapping Isn’t Evidence of Learning”

In this episode of Echoes of Learning and Teaching, we take a closer look at a practice often celebrated in higher education — curriculum mapping — and ask whether alignment truly equals learning. Drawing on the Substack post “Beyond the Tick Box: Why Curriculum Mapping Isn’t Evidence of Learning”, we question if our neatly aligned frameworks are giving us a false sense of assurance.

We’ll explore questions like:

• When do students actually demonstrate the course learning outcomes that define their degree?
• Are we mistaking mapped alignment for authentic evidence of learning?
• What would it mean to move from tick-box compliance to meaningful demonstration — from mapping to meaning?

Join us as we unpack how curriculum design can go beyond coherence on paper and toward coherence in practice — where the assurance of learning isn’t found in spreadsheets, but in what students can do, create, and articulate as graduates.

🔗 Read the original post here: https://open.substack.com/pub/echoesoflearningandteaching/p/beyond-the-tick-box-why-curriculum

💭 Want to explore more reflections on teaching and learning?

Read all the articles featured in this podcast on the Echoes of Learning and Teaching blog

There is also a curated collection on Flipboard

Disclaimer:
This episode was generated using AI narration via Google Notebook LM. It is based on and produced from the full article published on the Echoes of Learning and Teaching blog.

🎧 Episode 8: “From Presence to Participation: The Case Against Blanket Mandatory Attendance”

In this episode of Echoes of Learning and Teaching, we tackle a pervasive practice in higher education — requiring attendance by fiat. Drawing on the article “From Presence to Participation: The Case Against Blanket Mandatory Attendance”, we ask: does physical presence alone guarantee learning? Or might it instead signal compliance while neglecting genuine engagement?

We’ll explore questions such as:

• What does it mean when students are marked ‘present’ but aren’t really participating or thinking actively?
• How might blanket attendance rules undermine trust, autonomy, and self-regulated learning?
• How can we shift from counting bodies in seats to designing experiences that invite meaningful participation — whether in person, hybrid, or remote?

Join us as we imagine a future where attendance isn’t simply enforced, but replaced by invitation — where participation becomes the goal, and presence is only one of many paths to engagement.

🔗 Read the original post here: https://echoesoflearningandteaching.com/2025/10/22/from-presence-to-participation-the-case-against-blanket-mandatory-attendance/

💭 Want to explore more reflections on teaching and learning?

Read all the articles featured in this podcast on the Echoes of Learning and Teaching blog

There is also a curated collection on Flipboard

Disclaimer:
This episode was generated using AI narration via Google Notebook LM. It is based on and produced from the full article published on the Echoes of Learning and Teaching blog.

🎧 Episode 7: “Why Are We Locking Students Into Early Judgments? Rethinking Point-in-Time Assessment”

In this episode of Echoes of Learning and Teaching, we challenge a familiar practice: using one-off, point-in-time assessments to define student learning and progress. Drawing on the blog post “Why Are We Locking Students Into Early Judgments? Rethinking Point-in-Time Assessment”, we ask: Are we prematurely judging learners and, in the process, limiting their potential?

We’ll explore questions like:

• What happens when a student’s performance is captured in one snapshot and then treated as their ‘fixed’ standing?
• How does early judgment shape self-concept, motivation, and future opportunities for students?
• What might it look like to design assessment systems that allow for growth, revision, and multiple entry-points rather than finality?

Join us as we rethink how and when we assess, consider how bias creeps into early measurements, and imagine a more flexible, responsive future for assessment where students aren’t locked into a single moment but invited into a continuum of growth.

🔗 Read the original post here: https://echoesoflearningandteaching.com/2025/10/15/why-are-we-locking-students-into-early-judgments-rethinking-point-in-time-assessment/

💭 Want to explore more reflections on teaching and learning?

Read all the articles featured in this podcast on the Echoes of Learning and Teaching blog

There is also a curated collection on Flipboard