Cadmus

Exciting news! Emerge and Jisc have recognised Cadmus as one of the top 10 Higher Education companies to watch in their 2024 report! Dive into insights from industry experts, explore the market map of leading Edtech companies and hear from our Founder and CEO, Herk Kailis, here: https://lnkd.in/eCkNDC3B

I try to get the best selfie backdrops during my travels. Last week was a mixed bag 😄. Andrew Turner I don't think I quite captured the devil in the background how I was hoping, but thank you for the tour of Coventry! Sam Hardy I'm sorry we picked the old power grid building at Warwick to take a selfie. Sam Smidt thank you for the view from the 8th floor at the Strand. And then there's Australia House, adorned with marble busts of Australians? Thank you for 20 degree days England ❤️ Cadmus Coventry University University of Warwick King's College London

📌 We are shining a spotlight on the rapidly evolving field of assessment. This forms part of the creation of our annual list of top emerging edtech companies in higher education for 2024, in collaboration with our Higher Education Edtech advisory board, Jisc, and chaired by Mary Curnock Cook, CBE. 📌 In our latest article, focused on assessment, who could have foreseen in early 2020 that 'proctoring' would become a widely recognised term beyond universities, or that traditional assessment methods would be replaced overnight by open book online exams? 🔍 Now, with the advent of AI tools, assessment is undergoing another wave of disruption. This time, it's not just about how we assess, but also what we assess and why. What could a future, well-designed assessment system look like for today’s students? 🔗 Dive into our article for: - Challenges, trends, and opportunities in assessment, including the transformative impact of generative AI. - Expert insights and tips for founders. - A mini-market map of key players and emerging startups in this space. 💡 Why it Matters: As AI continues to permeate universities, it's reshaping assessment design and student outcomes. A survey by the Higher Education Policy Institute found that over half of UK undergraduates are using AI for coursework, with many employing tools like Google Gemini and ChatGPT. This evolution necessitates rethinking what constitutes academic integrity and how we design assessments. ⚖️ State of Play: Unlike primary and secondary education, universities have the freedom to innovate in assessment. From digital workflows to AI-enhanced grading, the sector is adapting to meet new expectations. The 2023 shift in attitudes towards generative AI — from bans to the adoption of AI principles by the Russell Group — highlights this dynamic environment. 🔮 Predictions: Looking ahead, we foresee three crucial elements driving the future of digital assessment: - Relevant: Building systems that reflect contemporary needs and learning processes. - Adaptable: Addressing diverse student populations and various educational contexts. - Trustworthy: Ensuring academic integrity, security, and fairness. These components will enable a more authentic, personalized, and scalable assessment system, better preparing students for future challenges. 💼 Opportunities for Startups: Startups can seize opportunities in AI-driven solutions, such as automated academic assessment and personalized feedback systems. The demand for innovative edtech solutions that enhance learning and assessment processes is higher than ever. 🔍 Explore More: See the full article for a link to all our articles: https://lnkd.in/gxrGj-WD #Edtech #HigherEducation #DigitalAssessment #AI #Innovation #FutureOfLearning #AcademicIntegrity #EdtechStartups #EmergingTrends #EmergeEducation

Lots of useful tips and approaches to AI in assessment came out of a recent webinar that I chaired with Cadmus - written up here on the Higher Education Policy Institute blog. Herk Kailis Bess Brennan Nic Newman Jan Lynn-Matern Jenny Marie Alan Spivey Moira Fischbacher-Smith Judith Williams https://bit.ly/4c1H10

Prof. Judith Williams from Queen's University Belfast discusses how the institution is harnessing Generative AI to deliver emotionally intelligent feedback in assessment at Cadmus’ latest AI Roundtable. Overview of the approach: 🙌 The University is exploring the use of AI-augmented assessment feedback to make it more encouraging and engaging for students. 🙌 Co-designed and co-delivered with 100 psychology students, the University will be working on the project over the long term, trialling whether ‘human in the loop’ AI-augmented feedback can ease staff workloads and improve the student experience and success. 🙌 To date, the results show that students rate the quality of the feedback from the AI-augmented approach significantly higher than original feedback, noting it was nicer, far more encouraging and provided them with very clear paths for improvement. Presentation highlight below 👇

Prof. Moira Fischbacher-Smith, Vice-Principal (Learning and Teaching) from the University of Glasgow, shares insights into the framework used to support students and staff in becoming Generative AI literate at Cadmus' AI Roundtable. Overview of the approach:  💡 Pre-pandemic, the University implemented a Learning through Assessment Framework, a commitment to transform assessments to ensure they are meaningful, iterative, programmatic and inclusive. 💡 Fast-forward to the emergence of Generative AI tools, the University created an AI resource hub, updated policies and ran AI Symposiums for staff and students, all linking to the LTA Framework to support the University's wider learning and teaching strategy.  💡 Core to supporting the LTA Framework is the Practice Enhancement Tool (PET), an online survey which guides staff through meaningful assessment questions to help them understand where their practices sit against the LTA framework requirements. The Practice Enhancement Tool has been instrumental in driving the University's LTA Framework. Insights into this approach below 👇

Prof. Alan Spivey, Associate Provost (Learning and Teaching) from Imperial College London, discusses the institution's approach to evolving assessment in response to Generative AI tool availability at Cadmus' AI Roundtable. Key takeaways:  💡 The University commenced with stress testing assessments to determine vulnerability to Gen AI tool misuse, commencing in the Business School before rolling out institution-wide.  💡 Experts from the Education Development Unit, ICT and Edtech Lab assembled to test assessments using Gen AI to answer tasks, providing a score against the vulnerability criteria.  💡 Following the results, the University harnessed the opportunity to drive innovation in assessment redesign to enhance teaching and learning methods and re-think how often they assess students.  Insights into the process can be found below 👇

Prof. Jenny Marie, Pro-Vice-Chancellor (Education) from the University of Greenwich, discusses the institution's approach to Generative AI at Cadmus' latest AI Roundtable. Key takeaways: 💡 The University believes AI can be a valuable tool to aid learning when used responsibly and with guidance on academic misconduct boundaries. 💡 To mitigate student misuse of AI in assessment, the University developed an AI Risk Measure Scale (ARMS) tool to evaluate assessment vulnerability. 💡 Using the ARMS tool, Programme Leaders were required to assign a risk score to all assessments from 1-5 (low-high risk), identifying those requiring modification. 💡 The ARMS tool will continue to support the University's efforts to ensure assessments are relevant and test students' critical skills and knowledge. An overview of the ARMS tool can be viewed below 👇

Join UK University Leaders in a collaborative roundtable as they share institutional frameworks and developed approaches to Generative AI. Cadmus' roundtable will support shared sector learnings on navigating the challenges and opportunities that Generative AI presents and has limited places to enable peer-to-peer collaboration. Register your interest here: https://lnkd.in/gENGY-Au

The astounding view from Australian Catholic University North Sydney campus. Thank you for sharing Hayden Ramsay 🙂