Dr. Gustavo Espinoza-Ramos

Thanks for the great questions and engagement. I am still reflecting on a potential change: what I am doing at uni enhances my sense of purpose? Am I in the 'right' HE institution? 🤔 #LTHEchat

spongebob is sitting in a chair holding a pencil and saying `` did i pass the test '' . ALT: spongebob is sitting in a chair holding a pencil and saying `` did i pass the test '' .

A6 Based on students' opinion (verbal and written), artefacts that show their learning journey / professional identity, reflection, participation in co-creation projects, research funds, conferences #LTHEChat

a woman in a red dress is holding a microphone and says you get a feedback and you get a feedback ALT: a woman in a red dress is holding a microphone and says you get a feedback and you get a feedback

Q6 - What evidence or feedback mechanisms might be used to evaluate the impact of innovative teaching conceptualisations - such as “superpowers” - on learner confidence, engagement, and academic output?

Reply with A6 #LTHEChat and your response @david-t-evans.bsky.social

I think #reflexivity might suffer = fate as difference between "critical" & "criticality". Some just think it's "harder", a different level, without realising the wider socio-cultural and professional dimensions they now need to draw on, like with @advancehe.bsky.social Fellowships

#LTHEchat A4

Especially with requirements for level 7 learning to incorporate notions of dissemination (to wider audiences), then building in compassionate and authentic assessments that enables them to go out into their worlds & 'publish, promote and perform' their learning

#LTHE
A5
#AcademicCitizenship

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A5 Maybe through Co-creation projects between students and university staff so that they can find #solutions to current issues (at university and society) meanwhile they engage in the literature about them and disseminate findings in different ways (video, #text, images, #podcast, etc) #LTHEChat

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Q5 - How can higher education institutions better cultivate “academic citizenship” among professional postgraduate learners whose roles extend beyond traditional academic spaces?

Reply with A5 #LTHEChat and your response @david-t-evans.bsky.social
#he #nontraditionalacademic

Yes - we sometimes forget that moving to PG level is also a transition - and these are always unsettling - a positve and welcoming atmosphere and some good, relatable metaphors can be very reassuring #LTHEchat

A4 We consider academic identity on the PG Cert, how that can inform a teaching philosophy, the fluidity of it and consider what can impact it:

See great work by van Lankveld et al:
www.tandfonline.com/doi/pdf/10.1...

and

pubmed.ncbi.nlm.nih.gov/27318712/ (Medicine in particular)

2/2

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A4 Depending on the discipline and module content, the assessment ( #formative and #summative) can have a section about reflectivity. But first, teach the difference between #reflection and #reflexivity (I found it difficult to understand as an international PhD student) #LTHEChat

My emphasis on #andragogy works well teaching older students (undergrad or post), who have "been around the block a few times". They have so many life stories to draw on, but then there's the un-learning for re-learning, e.g. of 'critical' terms, too. That's part of the #IdeasSynthesis

A3 #LTHEchat

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Q4 - In which ways can reflexivity be embedded across curricula to help postgraduate learners navigate and integrate their professional and academic identities?

Reply with A4 #LTHEChat and your response @david-t-evans.bsky.social

From critical thinking to criticality and back again ABSTRACT. This paper assesses the prospects of combining the distinctive strengths of the two major educational research programs of critical thinking and

A3 - I am looking for help on this one as I'm struggling with the difference myself. Started doing an Internet search to help me and this came up - is this of use @david-t-evans.bsky.social ? academic.oup.com/jope/article...

#lthechat

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A3 Maybe by reflecting on their own position, role (from a distance) when critically analysing things, processes, people, etc? #LTHEChat

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Q3 - How can “criticality” be differentiated pedagogically from “critical thinking”, encouraging students to engage in deeper andragogical enquiry rather than surface-level critique?

Reply with A3 #LTHEChat and your response @david-t-evans.bsky.social

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A2 Maybe because to align the understanding of these terms?. Nowadays, I am very concerned that HE institutions want to pass all students, especially with policies such as "Pass at first sit" . Maybe we need to have a better discussion on its meaning #LTHEChat

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Q2 - To what extent do educators explicitly teach the meaning and progression of academic descriptors (e.g., criticality, synthesis, evaluation, complexity) rather than assuming students understand them?

Reply with A2 #LTHEChat and your response @david-t-evans.bsky.social

In addition to metaphors, short stories (even from pop culture) help to reduce that professional distance between lecturers and students, and the message tends to be better received by some / most students #LTHEChat

Thanks for sharing your experience. I teach business students, and I have similar responses. It is challenging. For example, about sustainability, some students told me, 'Why are we learning this, as it is not business?'. So we had to be creative when embedding these aspects in the module #LTHEChat

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A1 - I think using “superpowers" is very helpful and will improve students' confidence in their academic capabilities. To improve the imposter syndrome, it may require more time and additional actions #LTHEChat

Q1 - How might the use of creative metaphors, such as “superpowers,” reframe students’ perceptions of their academic capabilities and ease imposter syndrome in postgraduate learning?

Reply with A1 #LTHEChat and your response @david-t-evans.bsky.social

Hi. this is Gustavo from London. A lecturer who enjoys pedagogy, music, co-creation projects with students #lthechat

Hi Louise. Amazing work, you were great and very supportive when mentoring us (the LTHEchat organising team) #lthechat

LTHE Chat 341: Superpowers for Level 7 Learning Join us on Bluesky with guest Professor David T Evans @david-t-evans.bsky.social on Wednesday 29th October 2025 at 20:00 GMT Superpowers?  I understand not everyone in…

Don’t forget to join us tomorrow for #LTHEchat which will explore embedding academic skills into the curriculum with @david-t-evans.bsky.social on Wednesday 8-9pm GMT. Read the blog post at: shorturl.at/tA9pJ

#superpowers #he #academicskills

Q6 - How do your institutions ensure that embedded skills approaches work equitably across diverse student cohorts?

Reply with A6 #LTHEChat and your response @drchrism.bsky.social

Q5 - What models of collaboration (academic staff, librarians, careers, learning developers) work best in embedding skills?

Reply with A5 #LTHEChat and your response @drchrism.bsky.social

Q4 - In your institution, how are digital and AI literacies being integrated into core course teaching?

Reply with A4 #LTHEChat and your response @drchrism.bsky.social

Hi Adam, good point. Today I am checking the answers, but I am working on a conference proceedings (tomorrow is the deadline). Managing the workload with our working and famiy commitments is very important #LTHEChat

Q3 - How do you balance the pressure of staff workload with the need to design skill-rich, contextualised learning tasks?

Reply with A3 #LTHEChat and your response @drchrism.bsky.social

Q2 - What strategies have you seen that make embedded skills visible and meaningful to students in assessments?

Reply with A2 #LTHEChat and your response @drchrism.bsky.social