The recent Covid-19 lockdown has forced lecturers to rapidly shift their teaching and modules/courses content online. While the complexity and the effectiveness of such transition is still the object of discussion and reflection, the online switch has also offered interesting opportunities to rethink how to reconfigure blended learning (online/offline, synchronous/asynchronous, and active/passive methods) in order to ensure effective and creative students’ experience and discuss new practices across different academic communities.

By involving a cohort of final year students acting as co-creators of knowledge, this research aimed at (1) critically exploring their podcasting experience within a module and the benefits of generating podcasts; (2) exploring their educational potential and encouraging a more systematic use of podcasting in teaching, learning and assessment.

Support on how to create a podcast is available in the report!

© 2019 by Silvia Gullino

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