Higher EdTech trends to watch for 2023 [KEVRI Insight, 2022]

Title:

Higher EdTech trends to watch for 2023

 

Author:

KEVRI Staff

 

Published:

KEVRI Insight, 21 october 2022

https://insight.kevri.co/top-technology-trends-in-higher-education-for-2023/

 

From the article:

Fierce innovation and digitisation sped up by the Coronavirus Pandemic show no signs of slowing down. The global EdTech market is forecasted to grow to over US$230 billion by 2028. 

 

Course offered by University of Michigan (via Coursera): Leading for Equity, Diversity and Inclusion in Higher Education

Title of course: 

Leading for Equity, Diversity and Inclusion in Higher Education

 

Offered by:

University of Michigan via Coursera 

 

From the description of the course:

"This course is open to professionals interested in learning more about leadership in higher education for a changing demographic or interested in developing their own leadership skills." 

 

Level:

Intermediate 

 

Duration: 

Approximately 17 hours to complete 

 

Cost: 

Enroll for free 

 

For more information:

https://www.coursera.org/learn/leading-for-equity-diversity-inclusion

FREE WEBINAR (Tuesday, 27 October 2020) - Promoting Meaningful Dialogue about Diversity, Equity, and Inclusion in Occupation-based education, practice, and research

Title:

Promoting Meaningful Dialogue about Diversity, Equity, and Inclusion in Occupation-based education, practice, and research 

Hosted by:

COTEC ENOTHE ROTOS (Occupational Therapy Europe)

Speakers:

Anna Arganashvili, Dave Thomas, Mish' Musharrat Ahmed-Landeryou, Matyna Gwiazda & dr Juman Simaan

Date & Time:

Tuesday, 27 October 2020

17:00 - 18:15 CET

Platform:

ZOOM

For more information & to register:

https://www.oteurope.eu/webinar-promoting-meaningful-dialogue-about-diversity-equity-and-inclusion-in-occupation-based-education-practice-and-research/

World Economic Forum Report (June 2020) - Diversity, Equity and Inclusion 4.0: A toolkit for leaders to accelerate social progress in the future of work

Title of report:
Diversity, Equity and Inclusion 4.0: A toolkit for leaders to accelerate social progress in the future of work

Published:
World Economic Forum, 23 June 2020

Description:
The Diversity, Equity and Inclusion Toolkit explores the practical opportunities and risks that rapidly emerging technologies represent for diversity, equity and inclusion efforts. The toolkit outlines how technology can help reduce bias from recruitment processes, diversify talent pools, and benchmark diversity and inclusion across organizations. Research is also cited that suggests well-managed diverse teams significantly outperform homogenous ones over time, across profitability, innovation, decision-making, and employee engagement.

To access this report:
https://www.weforum.org/reports/diversity-equity-and-inclusion-4-0-a-toolkit-for-leaders-to-accelerate-social-progress-in-the-future-of-work

British Council - Free Live Webinars from 17 - 29 June 2020 - Expert panellists explore topics relating to the theme: Global learners, global innovation

Join the international higher education conversation this June by attending our virtual live webinars. 

Cost:
Free

Overall theme:
Global learners, global innovation

Webinar topics & date:
* 17 June 2020 - What is the future of transnational education?
* 18 June 2020 - How best can we shape education reform to improve employment outcomes in a changing world?
* 19 June 2020 - Does tertiary education have any role in development?
* 22 June 2020 - Comparing apprenticeship systems against each other and a global standard
* 23 June 2020 - International education - the beginning of a new era, or not?standard
* 24 June 2020 - Leading with Integrity: sustaining ethical leadership & governance in HE
* 24 June 2020 - Social impact as a strategic driver in higher education
* 25 June 2020 - From Global Goals to Global Learning
* 26 June 2020 - Diversity, Equity and Inclusion in Higher Education - #AllMeansAll
* 29 June 2020 - Global learning in a post-Covid world

For more information & to register for a webinar:
https://www.britishcouncil.org/going-global/live-events

Scholarly Article (2020) - How diverse is your reading list? Exploring issues of representation and decolonisation in the UK

Title:
How diverse is your reading list? Exploring issues of representation and decolonisation in the UK

Authors:
K. Schucan Bird & Lesley Pitman

Published:
Higher Education, 79, 903-920 (2020)
https://link.springer.com/article/10.1007/s10734-019-00446-9

From the abstract:
"There is a growing impetus, from university students and administrations, to decolonise the curriculum and develop diverse reading lists. Yet, there is limited theoretical or empirical analysis of the authorship of current reading lists to justify this imperative. The present study developed and applied a method for auditing the authorship on reading lists of two modules, one from science and one from social science, in a research-intensive British university. The paper explores whether these reading lists can be considered descriptively representative of the student body or scholarly community. The analysis of reading lists found empirical basis for concerns that university curricula are dominated by white, male and Eurocentric authors, with some exceptions. The reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff."

Scholarly Article (February 2020) - Virtual International Exchange as a High-Impact Learning Tool for More Inclusive, Equitable and Diverse Classrooms

Title:
Virtual International Exchange as a High-Impact Learning Tool for More Inclusive, Equitable and Diverse Classrooms

Author:
Galina Siergiejczyk, University of Colorado at Boulder

Published:
EURODL (European Journal of Open, Distance and E-Learning), 25 February 2020
Available: https://www.eurodl.org/?p=current&sp=full&article=829

Abstract:
"While technology-assisted learning has become commonplace in education, its applications are rarely examined along geopolitical and cultural perspectives that reveal certain shared and vastly distinct localized practices in evolving pedagogy and cultural dynamics. For developing countries such as Uzbekistan, collaborating virtually with a university in the U.S. may represent both a technological and socio-cultural challenge. Conducting a virtual international project, nonetheless, offers a unique chance to experience another culture in real time through its people, exposing reductionist perceptions of other cultures and humanizing that other through community-generated dialogue. Virtual intercultural exchanges advance intercultural communicative competency and constitute an effective format for high-impact learning practices that advance students’ understanding and appreciation of diversity, equity and inclusion in traditional and online classrooms. This surveys student evaluations of a pilot Virtual International Exchange (VIE) completed between U.S. and Uzbek students in 2018, and underpins a theoretical framework for the benefits of concurring cognitive dissonance for the benefit of open, equitable and inclusive pedagogical models."

[Abstract is also avialable in Polish]

Scholarly Article (2020): Games-based trust: Role-playing the administrative experience of immigrants

Title:
Games-based trust: Role-playing the administrative experience of immigrants

Authors:
Brandon C Bouchillon & Patrick A Stewart

Published:
New Media & Society, January 2020.
doi: https://doi.org/10.1177/1461444819900557

From the abstract:
"Measures of social capital such as trust have been declining in America for the better part of a century, while an influx of racial and ethnic diversity has apparently quickened the decline. Direct interactions with diversity still contribute to feelings of trust, only demographic differences now prevent the requisite contact from occurring. New means of creating shared experiences have thus become more vital, and the present study tests the value of games-based role-playing for fostering trust in immigrant populations. Students in an online American Government class at a major southeastern university were asked to create a fictional persona from Mexico, India, or China, and seek US citizenship. Their success or failure factored into their overall grade. Results suggest that role-playing the administrative experience of immigrants contributes to trusting them over time. This has value for life in a diversifying society."

Scholarly article: Diversity in Video Lectures: Aid or Hindrance

Title:
Diversity in video lectures: aid or hindrance

Authors:
Mik Fanguy, Jamie Costley, Matthew Baldwin, Christopher Lange, Holly Wang

Citation:
Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Wang, H. (2019). Diversity in Video Lectures. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.3838

From the abstract:

Media diversity within video lectures has been shown to have an effect on students who participate in both flipped classes as well as online courses. While some research claims that content delivered through multiple sources leads to more learning, contrasting research makes the claim that too much media hinders cognitive processing. The present study investigated the effects of varying levels of instructional media delivered to students (n=110) within a flipped scientific writing course to investigate the relationship between higher levels of media diversity and student performance.