Humanities, Arts and Social Sciences Knowledge transfer: Briefing session

Presenters have the opportunity to contribute to the study abroad preparation of their peers; to position themselves as experts; to reflect on their experiences in productive ways; to have practice in articulating their reflections to a non-specialist audience. This is an authentic assessment item in which there is a purpose to the task beyond its status as assessment. 

Recruiting an audience and timetabling. In the first iteration of the course, with 6 students, it was possible to run the entire session within our timetabled class slot, and to draw a sizeable audience, recruited through the support of colleagues, SLC engagement staff, International Relations staff and IGET. For the second iteration of the course, with an enrolment of 20, three different sessions were necessary. This gave it less the buzz of an "event", the audience was smaller, and was dispersed across the three sessions: attendance was, frankly, discouraging.
I find it impossible to mark "live" while also chairing, and so need to rewatch recordings. 

Get the dates set early and publicize them! If possible, get a second marker who can attend the sessions and support marking live.
As part of the publicity, distribute a link to a live program (editable Googledoc) to which presenters can add the name of their presentation . 

• Engage in reflective processes for understanding and evaluating intercultural experiences and challenges
• Apply problem-solving and critical thinking skills in intercultural contexts
• Articulate and communicate intercultural understandings effectively in a variety of genres
• Demonstrate the ability to communicate results of reflection to a non-specialist audience

The assessment description includes the wording: This task has been designed to be challenging, authentic and complex.  Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
Since students are asked to draw on their own experiences to provide concrete advice and since they answer questions from the floor, there is little motivation to use generative AI for the detail of the work. AI could be used to provide an outline of the presentation , and general advice - but in my experience, students are extremely eager to talk about their time overseas and to do this to the benefit of their peers. They are positioned as experts through the nature of the topic, and banalities about destinations are not rewarded through the criteria.