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

Abstract

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 feedback indicates 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.