Try teams of lecturers designing assessments for teams of students! Requires negotiation and compromise on content but also thinking about total person-hours of activity per group to avoid a light task carried by one or two #LTHEchat

A6 different entry points into the topic. From very structured (step by step), to stretching tasks. With accountability (upload/ reponse) to check in and see if anyone is really flailing but reluctant to seek help #LTHEchat

A5 developing intrinsic motivation through choice helps. I've never quantified it, but the difference between assigning a topic and asking them to find their own often seems to always result in the own-choice options being more emotive and detailed, and less workload, more interest for me #LTHEchat

A4 choice makes me think of nudging and the illusion of choice. What might look like an independent choice is mediated through cues/ expectations/ identities. So the question could be about our role in the choice architecture impacting decision making around independent study #LTHEchat

A4 independent study allows students to find the level and pace that works for them. This means there's a need to provide different access points and challenge levels so the sweet spot of flow has a chance to happen for more of them #LTHEchat

A3 thinking through recent conversatios: having to work to earn enough to keep studying. Or avoiding the distraction of gaming. Or not being able to concentrate because of sleeping problems. Or getting stuck and not knowing where to start #LTHEchat

A2 for lower levels or students not used to independent study, I structure non-contact time as carefully (or more carefully!) than contact time. Accountable activities requiring some sort of interaction or evidence of completion #LTHEchat

A1 a new notebook. Planning ahead for time allocated in the right space home/work so it doesn't feel like I'm compromising on other things #LTHEchat

A4 my mind immediately went to Quality colleagues and Student Support teams, Governance committees etc. As change work that is structural needs all those teams work with and appreciate each other #LTHEchat

I'm kind of in the middle and not sure which to go for. The AdvanceHE tool tells me my experience is more PFHEA, but do I risk that or stick with SFHEA? I keep working on one, then change my mind and start working on the other. I guess I'll risk going for whichever I finish first! #LTHEchat

A2 The encouragement to disseminate and for SFHEA/PFHEA, to lead and influence. I have always innovated (because I get bored easily), but it takes sustained intention and activity to make meaningful contributions #LTHEchat

A1 industry background, teaching focused academic. So fellowship has been helpful to legitimise choosing that route over a research-focused one #LTHEchat

A5 professional postgraduates immediately are probably time and resource-poor. So valuable activities with a clear purpose, making assessment more authentic and touching on additional skills, perhaps? #LTHEchat

Though be prepared for your students to start demonstrating more sophisticated interpersonal skills than colleagues #LTHEchat

A4 Portfolio approach - We use lots of teamworking, hence lots of drama BUT also lots of valuable lessons about how to be a human who can get on with diverse other humans. End of module reflections on critical teamworking incidents, and relating to theory to unpack and draw out learning #LTHEchat