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Speaking Feedback into Being: A Multimodal, Strengths-Based Feedback Practice for Equity in Higher Education (Practice Report)
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Speaking Feedback into Being: A Multimodal, Strengths-Based Feedback Practice for Equity in Higher Education (Practice Report)

Zachery Quince
SSRN Electronic Journal, Vol.Series Paper No.27
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
14/07/2025
DOI: https://doi.org/10.2139/ssrn.5350326

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Abstract

Generative Artificial Intelligence multimodal feedback equity feedback literacy
This paper presents a multimodal, strengths-based feedback model that integrates generative artificial intelligence (GenAI) to promote equity in higher education. Grounded in the Scholarship of Learning and Teaching (SoLT), the approach reconceptualises feedback as an interactive process that supports feedback literacy. Implemented in a second-year engineering course, the method combines real-time verbal commentary, rubric narration, GenAI-generated summaries, and Universal Design for Learning (UDL) principles to deliver personalised feedback. Drawing on theories of multimodal pedagogy, and equity-focused design, this model fosters deeper engagement and reflective learning. Student responses indicate increased satisfaction and feedback uptake, while the educator reports enhanced clarity and fairness in assessment. Despite challenges related to digital literacy, and emotional labour, this feedback practice offers a sustainable and inclusive alternative to traditional models. It positions feedback as a transformative tool for learning, engagement, and pedagogical equity in a digitally evolving higher education landscape.

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