# Emerging Technologies for Learning

Thierry Koscielniak, PhD

Once again this year, the EDUCAUSE 2024 conference was an event that left participants breathless with so many opportunities for information and exchange.

It is always frustrating not to be able to attend all the presentations that are at the heart of your monitoring and research work, especially when you are a presenter yourself and your slot collides with inspiring sessions. Fortunately, being a member of the French delegation means you can share out the subjects and the presentation sessions.

This year, it has been possible to transcribe as faithfully as possible eleven sessions, the opening and closing keynotes and numerous posters<fnref n="75" />. Many thanks to the presenters who took the trouble to upload their slides or posters. It is recommended that readers follow the link at the end of each title in the footnote, which begins with https://events.EDUCAUSE.edu/annual-conference/2024/agenda/. There you will find the resources to download.

## Emerging Tech Community Group Meeting Featuring an Expert Panel and Professional Networking<fnref n="76" />

The Emerging Tech Community Group Meeting Featuring an Expert Panel and Professional Networking at the EDUCAUSE 2024 Annual Conference provided an in-depth exploration of how emerging technologies are reshaping the higher education landscape. Moderated by Courtney McHenry, Board Account Manager for Corporate Engagement at EDUCAUSE, the session featured a panel of esteemed industry leaders, including Curtiss Barnes, Chief Executive Officer of 1EdTech; Dr. Tasha Dannenbring, a senior consultant at Unicon Consulting; Dan Quigg, CEO of Public Insight; and Jeremy Dean, Vice President at Hypothesis. The session offered practical strategies for startups and insights into fostering impactful collaborations between technology providers and higher education institutions.

Courtney McHenry opened the discussion by emphasizing EDUCAUSE's strategic priority of influencing the evolution of the higher education technology market. She detailed the purpose of the Emerging Tech Program, which supports startups by providing discounted exhibition opportunities, mentoring sessions with industry professionals, and a year-round platform for engagement. Rebranded from Startup Alley to the Emerging Tech Experience, the program aims to connect new companies with institutions while fostering innovation that aligns with the needs of learners and educators. McHenry also highlighted EDUCAUSE's plans to expand the program beyond the annual conference, creating continuous opportunities for startups to gain visibility and refine their solutions.

Curtiss Barnes, the CEO of 1EdTech, provided a wealth of insights from his extensive experience in educational technology. Barnes emphasized the importance of understanding the complexities of the higher education sector, a field that often resists change due to its focus on stability and long-term impact. Drawing from his tenure leading an organization known for its interoperability standards, Barnes highlighted the critical need for usability in technology solutions. He warned against overcomplicating products, stressing that startups must

<footnote n="75">⁷⁵ All the posters have been analyzed and processed from the PDF files to produce a strategic summary with the use of ChatGPT-4o Plus using a custom GPTs (May 2024 version). This summary was then revised by the author, but only slightly, as the results are striking. The picture in this article was taken with the author's cell phone. The English language and French translation have been optimized using DeepL Translator Pro.</footnote>

<footnote n="76">⁷⁶ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/emerging-tech-community-group-meeting--featuring-an-expert-panel-and-professional-networking</footnote>
focus on creating user-friendly tools that address specific institutional challenges. According to Barnes, startups must also avoid catering too narrowly to a single partner, which can lead to unsustainable growth and difficulty scaling.

Dr. Tasha Dannenbring shared a complementary perspective, emphasizing the role of relationship-building in aligning solutions with institutional priorities. With her background in institutional research and consulting, Dannenbring underscored the importance of listening to client needs and engaging in iterative development processes. She discussed her experience fostering collaboration between technology providers and faculty, noting that research partnerships and co-presenting at conferences can help build trust and credibility within the academic community.

Dan Quigg reflected on lessons from his entrepreneurial career, particularly the pitfalls of designing solutions that lack clear budgetary alignment within institutions. Quigg shared how one of his early ventures created an innovative app that generated significant excitement at a trade show but failed to gain traction because institutional research departments lacked the budget to adopt it. This experience reinforced the importance of tailoring solutions to address priorities that institutions are willing and able to fund. Quigg also emphasized the importance of “value mapping,” a concept from Brent Keltner’s Revenue Acceleration Playbook. By aligning products with institutional use cases and demonstrating measurable benefits, startups can establish stronger connections with their target audiences.

Jeremy Dean brought an educator's perspective to the discussion, advocating for partnerships that go beyond transactional relationships. Dean argued that startups should see early adopters as collaborators who can help refine their products and expand their reach. Sharing a personal anecdote, he recounted how an informal conversation during a past EDUCAUSE conference ultimately led to a significant partnership years later. This experience, Dean noted, underscores the importance of building authentic connections rather than focusing solely on product pitches.

The panel also addressed the challenges of introducing new technologies to a traditionally risk-averse sector. Barnes and Quigg agreed that startups need to differentiate themselves by providing exceptional service and demonstrating unique value propositions. Dean suggested that starting with smaller, scoped partnerships within institutions can help establish a track record of success and build momentum for broader adoption. The importance of selecting the right institutional partners was also emphasized, with panelists advising startups to identify colleges and universities with teams that are open to experimentation and innovation.

Sustainability and impact measurement emerged as recurring themes throughout the session. Barnes highlighted the need for startups to remain aligned with their mission, ensuring their solutions contribute to the advancement of education and societal progress. Panelists encouraged startups to track and communicate the positive outcomes of their technologies, reinforcing their value to institutions that prioritize student success and innovation.

The session concluded with a networking opportunity, where attendees exchanged ideas and formed potential collaborations. McHenry encouraged participants to explore smaller EDUCAUSE events, such as the Teaching and Learning Symposium and regional conferences, which provide more intimate settings for building relationships and understanding institutional needs.

## Immersive technologies - XR

The integration of extended reality (XR) technologies into higher education has emerged as a transformative approach to reimagining teaching, learning, and research. The XR section of this article focuses on the dynamic applications and strategic implementations of XR within academic institutions, highlighting its potential to enhance engagement, foster interdisciplinary collaboration, and support innovative pedagogical practices. Recognizing XR as a multifaceted tool, this section explores initiatives across diverse educational contexts, offering insights into the opportunities and challenges that accompany the adoption of immersive technologies.
The EDUCAUSE 2024 Conference served as a platform to examine the integration of XR through various case studies, panel discussions, and presentations. Institutions showcased their efforts to harness XR for virtual labs, collaborative learning spaces, and immersive storytelling, providing a glimpse into how these technologies are shaping the future of education.

Through an in-depth analysis of these initiatives, this section aims to provide a comprehensive overview of XR's evolving role in higher education. It highlights best practices, lessons learned, and forward-looking strategies, offering valuable guidance for institutions seeking to leverage XR to create more inclusive, adaptive, and impactful learning environments.

This chapter is the ninth in a series of articles begun in 2016 in the delegation's previous reports :

2016 - Learning with Virtual Reality - page 43

2017 - Teaching with Virtual Reality - page 42

2018 - Immersive Learning: Promises kept? - page 48

2019 - Immersive Learning: Massive Feedback in 2019 - page 61

2020 - Immersive Learning : grand cru 2020 - Production réduite et d'excellente qualité - page 105 (no English translation)

2021 - Using immersive technologies to teach - page 38

2022 - Immersive Learning: XR Station, a demonstration dedicated space - page 75

2023 - XR sessions - page 76

In the EDUCAUSE online library, a page of summary documents provides a starting point for discovering immersive technologies and their educational applications : *Extended Reality (XR)*<sup>77</sup>.

France Immersive Learning<sup>78</sup>, the network of French producers and users of Immersive Learning<sup>79</sup>, has produced a guidebook, an English version of which was published at the end of 2024 : *Immersive Learning Guide*<sup>80</sup>

## XR in Education Community Meetup<sup>81</sup>

The *XR in Education Community Meetup* during the EDUCAUSE 2024 Annual Conference provided a robust platform for educators and technologists to discuss the expanding role of extended reality (XR) in higher education. Co-moderated by Sean Hauze, Senior Director of Instructional Technology at San Diego State University, and Randall Rode, an education strategy consultant, the session highlighted both the opportunities and challenges faced by institutions integrating XR into their educational practices. The discussion was further enriched by the contributions of panelists Becky Lane (Cornell University), Joe Doan (Texas A&M), Sean Hauze, and Mike Wallace (North Carolina State University), each offering insights shaped by their institutional contexts and XR initiatives.

The session opened with a focus on the multi-faceted role of XR as a tool for enhancing engagement and facilitating complex learning experiences. Randy Rode emphasized that implementing XR is not simply about acquiring technology but involves developing comprehensive strategies that consider institutional culture, funding models, content creation, and accessibility. Drawing on the work of the EDUCAUSE XR Community Group, Rode discussed the Open Extended Reality (OEXR) Library<sup>82</sup>, a collaborative project aimed at fostering

<footnote n="77"><sup>77</sup> https://library.EDUCAUSE.edu/topics/emerging-technologies/extended-reality-xr</footnote>

<footnote n="78"><sup>78</sup> https://www.linkedin.com/company/france-immersive-learning/</footnote>

<footnote n="79"><sup>79</sup> https://www.fil-asso.fr/</footnote>

<footnote n="80"><sup>80</sup> https://www.fil-asso.fr/collect/description/462263-o-fil-immersive-learning-guide-in-english</footnote>

<footnote n="81"><sup>81</sup> https://events.EDUCAUSE.edu/annual-conference/2024/agenda/xr-in-education-community-meetup</footnote>

<footnote n="82"><sup>82</sup> https://er.EDUCAUSE.edu/articles/2024/4/from-xr-pilots-to-full-scale-deployments-considerations</footnote>
resource sharing among institutions. This initiative underscores the importance of cross-institutional collaboration and offers a repository of case studies, implementation frameworks, and XR resources.

**Insights from Institutional Implementations.** Becky Becky Lane of Cornell University shared her experience of leading XR initiatives at two institutions with vastly different contexts. At Cornell, Lane oversees a well-funded lab dedicated to immersive AI and digital storytelling. She highlighted the importance of demonstrating the pedagogical benefits of XR, particularly in large, resource-intensive institutions where funding decisions require strong justifications. In contrast, her work at Pitcairn College involved grassroots efforts to persuade faculty of XR's value, showcasing its potential through pilot projects. Lane argued that XR's true value lies in providing diverse and personalized learning experiences that complement traditional methods.

Joe Doan discussed the development of XR programs at Texas A&M, initiated in response to remote learning challenges during the pandemic. Faculty requests to simulate lab-based dissections in VR led to the creation of immersive learning environments supported by the university library's technology team. Doan emphasized the role of faculty champions in driving adoption and sustaining XR projects, even in resource-limited settings. He noted that XR has the potential to democratize access to advanced learning experiences, making sophisticated educational tools available to a broader student population.

Mike Wallace presented North Carolina State University's decentralized approach to XR adoption. With no single centralized XR center, the institution relies on partnerships between departments like engineering, libraries, and instructional technology. Wallace highlighted the importance of normalizing XR as an instructional tool, integrating it into competitive grant programs, and using lightweight platforms like 360-degree video to address scalability challenges. This approach has enabled NC State to address instructional needs across a wide range of disciplines, from agriculture to cultural studies.

Sean Hauze provided an overview of San Diego State University's Virtual Immersive Teaching and Learning (VITaL) initiative, which has evolved into a formal interdisciplinary research center. Starting with a single VR headset in 2017, the initiative expanded through faculty-driven projects and external grants, securing over $4 million in funding. Hauze highlighted the integration of AI and XR, such as using digital avatars for interactive learning, as a key area of future growth. He also emphasized the importance of aligning XR initiatives with institutional research goals, enabling their integration across diverse academic disciplines.

**Challenges and Emerging Trends.** Throughout the discussion, panelists addressed common challenges, including scaling XR projects, managing accessibility concerns, and navigating institutional silos. They advised against acquiring hardware without clear use cases, advocating for a "just-in-time" approach to procurement. This strategy ensures resources remain aligned with rapidly evolving technological trends. Panelists also discussed balancing content creation and procurement, noting that platforms like Uphill, which enable interactive 360-degree video, can bridge the gap between custom development and off-the-shelf solutions.

The session concluded with reflections on the intersection of XR and artificial intelligence (AI). Panelists noted that while AI has dominated institutional priorities in recent years, its integration with XR presents significant opportunities for procedurally generated content and adaptive learning environments. However, sustaining momentum for XR initiatives requires strong faculty and administrative advocacy, particularly in the face of competing institutional priorities.

For further insights and resources, attendees were encouraged to join the EDUCAUSE XR Community Group's ongoing discussions and explore its initiatives online en ligne<fnref n="83" />.

## Does Your Campus Need an Extended Reality Center? Peer Perspectives and Strategies for Success<fnref n="84" />

The session, "Does Your Campus Need an Extended Reality Center? Peer Perspectives and Strategies for Success," brought together thought leaders and practitioners to explore the implementation of XR centers on university campuses. Moderated by Randy Rode, an education strategy consultant, the session featured panelists Becky Lane (Cornell University), Joseph Doan (Texas A&M University–Corpus Christi), and Sean Hauze (San Diego State University). Each shared insights from their experiences establishing XR resource hubs, detailing strategies for success, operational challenges, and lessons learned.

<footnote n="83">⁸³ https://www.EDUCAUSE.edu/community/xr-extended-reality-community-group</footnote>

<footnote n="84">⁸⁴ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/does-your-campus-need-an-extended-reality-center-peer-perspectives-and-strategies-for-success</footnote>
The presenters emphasized that XR technology is now recognized as an effective tool for enhancing learning outcomes, from engaging students in complex simulations to enabling virtual field experiences. Institutions are increasingly experimenting with XR tools, driven by faculty and student interest. However, transitioning from pilot programs to full-scale XR centers demands careful planning and coordination across various institutional dimensions, including culture, finances, technology, and operations.

**Establishing XR Centers: key approaches.** The session outlined diverse approaches to founding and sustaining XR centers. Becky Lane provided an overview of Cornell University's Creative Technology Lab, which operates within the Center for Teaching Innovation under the Office of the Provost. Opened in January 2024, the lab supports faculty in integrating emerging technologies, such as immersive technologies, generative AI, and digital storytelling, into their pedagogical practices. Lane highlighted the importance of aligning the center's goals with institutional priorities, noting that faculty champions were instrumental in securing support and funding.

Joseph Doan detailed the establishment of the Immersive Reality Lab at Texas A&M University–Corpus Christi, which emerged from the university library's initiative to meet faculty demands during the pandemic. This lab provides tethered and standalone VR headsets and a Cave Automatic Virtual Environment (CAVE). Doan emphasized that the lab's success relied heavily on fostering faculty buy-in and addressing practical needs, such as ensuring accessibility and offering technical support. The lab also supports interdisciplinary projects, reflecting the growing integration of XR into diverse academic fields.

Sean Hauze shared the evolution of San Diego State University's Virtual Immersive Teaching and Learning (VITaL) Research Center, established in 2017. Initially a grassroots initiative involving a single VR headset, the center has grown to support over 80 courses across disciplines, ranging from undergraduate instruction to doctoral research. Hauze emphasized the importance of leveraging grant funding and fostering collaboration among faculty, students, and external partners. He also highlighted the integration of AI in XR applications, such as using digital avatars for interactive learning experiences.

**Challenges and Strategies for Success.** The panelists discussed several challenges that institutions face when scaling XR projects. A recurring theme was the lack of clarity in ownership and support structures, with responsibilities often divided between IT departments, libraries, and teaching centers. Rode highlighted findings from ongoing interviews with XR center directors, which revealed frequent friction points, such as inadequate staffing and fragmented operational responsibilities. The lack of standardization in XR technology and licensing models was another significant hurdle, complicating procurement and management.

To overcome these barriers, the presenters recommended building strong cross-departmental partnerships and identifying faculty and student champions to advocate for XR initiatives. Lane noted that hosting events such as idea jams, hackathons, and visioning exercises can foster community engagement and attract institutional support. Doan emphasized the need for comprehensive planning frameworks that address both the technological and cultural dimensions of XR adoption, ensuring alignment with institutional priorities and strategic goals.

The session also addressed the question of content creation versus procurement. Panelists highlighted the cost and complexity of developing custom XR content, advising institutions to consider flexible platforms like 360-degree video tools as a cost-effective alternative. At Cornell, Lane's team uses platforms such as Uphill to create interactive experiences, enabling faculty to develop content without extensive technical expertise. Similarly, Hauze described San Diego State's approach of balancing in-house development with vendor-provided solutions to maximize flexibility and scalability.

For further insights and resources, the presenters encouraged attendees to explore the EDUCAUSE XR Community Group's initiatives<fnref n="85" />, including the Open Extended Reality (OEXR) Library and strategic planning frameworks.

<footnote n="85">⁸⁵ https://www.EDUCAUSE.edu/community/xr-extended-reality-community-group</footnote>
Development of Accessibility in Digital Twins in Virtual Reality for Education: Two case studies<sup>86</sup>

This poster explores two case studies from the Conservatoire national des arts et métiers (CNAM) in France, focusing on the work of a multidisciplinary team led by Maité Sylla, Full Professor in Organic, Biorganic and Medicinal Chemistry and Christian Cousquer, a specialist in ICT, XR and accessibility. These case studies demonstrate how immersive technologies can enhance pedagogical practices while addressing accessibility challenges.

The first digital twin (DT), which has been in operation for over three years, was designed to serve the educational needs of students in chemistry, agrifood, and pharmaceuticals. This DT provides a safe and controlled environment for students to engage in practical training, such as performing experiments and using laboratory equipment. Accessibility features were incrementally added to this platform, such as customizable visual feedback systems, haptic responses to simulate real-world textures and movements, and audio instructions that guide students through complex procedures. These tools cater to diverse learning needs, including students with visual impairments, motor disabilities, and learning disorders such as dyslexia. The incorporation of these features has enhanced student engagement and reduced the reliance on physical resources, making laboratory training more sustainable and inclusive.

The second digital twin is still under development and focuses on the study of airplane aerodynamics. This case exemplifies the intersection of immersive learning and scientific research. It employs advanced simulations to allow learners and researchers to explore aerodynamic phenomena, offering unprecedented levels of interactivity. Accessibility tools, such as colorblind-friendly visualizations and adaptive interfaces for individuals with motor challenges, are being integrated from the outset. This proactive approach ensures that the platform will be inclusive upon deployment. The research-oriented nature of this DT also means that it serves dual purposes: as a pedagogical tool for students and as a research platform for faculty and external collaborators. The progressive design strategy emphasizes iterative feedback from users, ensuring the accessibility tools address real needs effectively.

The implementation of these features in both cases highlights the importance of collective intelligence in the development process. The project team leveraged feedback from educators, students, and accessibility experts to refine the tools. For instance, user testing identified the need for customizable font sizes and interface designs to assist students with dyslexia and other cognitive impairments. Additionally, these features were aligned with international standards such as the XR Accessibility User Requirements (XAUR), ensuring compatibility with best practices in immersive learning.

Balancing immersion, usability, and accessibility posed challenges. VR technology's immersive nature provides unique pedagogical advantages, such as engaging spatial memory and evoking emotional resonance. However, these benefits can be undermined if the systems are not intuitive or accessible to all learners. The CNAM team addressed this by prioritizing user-centric design and educator training. Workshops were organized to familiarize faculty with VR technologies, equipping them with the skills to effectively integrate these tools into their curricula. Christian Cousquer and Maité Sylla's poster underscores the transformative potential of VR in education when accessibility is prioritized. The progressive enhancement of accessibility features in these digital twins ensures that students with varying abilities can fully participate in and benefit from immersive learning. For example, visual adaptations for colorblind users allow for clear differentiation of chemical reactions in the first DT, while audio-guided aerodynamic models in the second DT make complex concepts more comprehensible.

VR Voyage: Navigating Immersive Education<sup>87</sup>

The presentation *VR Voyage: Navigating Immersive Education*, led by Bertha Saldívar, Director of Educational Technologies and Digital Transformation at Tecnológico de Monterrey, and Ursula Saldívar, Director of Innovation and Emergent Technologies at the same institution, provided an in-depth exploration of how Virtual Reality (VR) is being integrated into the university's educational ecosystem. Drawing on insights from both the presentation

<footnote n="86"><sup>86</sup> https://events.EDUCAUSE.edu/annual-conference/2024/agenda/development-of-accessibility-in-digital-twins-in-virtual-reality-for-education-two-study-cases</footnote>

<footnote n="87"><sup>87</sup> https://events.EDUCAUSE.edu/annual-conference/2024/agenda/vr-voyage-navigating-immersive-education</footnote>
slides and the transcript, the session highlighted the strategic implementation, pedagogical benefits, and future vision for VR-enabled learning across Tecnológico de Monterrey's campuses.

**Strategic Vision and Implementation of VR Zones.** Le Tecnológico de Monterrey has established *Virtual Reality Zones* (*VR Zones*) as a cornerstone of its commitment to transforming education through technology. Located in campus libraries, these zones are designed as accessible spaces where students can engage in immersive educational experiences. The presenters emphasized that these VR zones align with the university's TEC21 educational model, which prioritizes active and challenge-based learning.

Currently, 18 VR zones operate across 12 higher education campuses and six high schools, with plans to expand to all 26 campuses by 2026. These zones feature 47 VR stations, enabling approximately 600 immersive learning experiences (ILEs) per semester. Faculty members actively curate and develop VR applications that support the curriculum, focusing on areas such as STEM education, humanities, and intercultural competencies. The scalable and modular infrastructure allows for both individual and collaborative learning, ensuring flexibility in usage.

**Pedagogical Applications and Student Engagement.** The VR zones support a wide variety of educational activities, including:

* Immersive Lessons Designed by Faculty: Professors design VR lessons tailored to their course objectives. For instance, medical students can perform virtual dissections, while engineering students can explore simulated environments to understand complex machinery.

* Exam Preparation: Students can use VR applications to review and practice key concepts in a more interactive and engaging format. For example, students studying anatomy can explore the human body in 3D, which enhances spatial understanding and retention.

* Collaborative Class Sessions: VR facilitates interactive group work, enabling students and professors to engage in discussions within virtual environments. This approach is particularly effective for problem-solving and teamwork.

* Exploration of Curated VR Content: A catalog of VR applications curated by faculty allows students to explore supplementary materials that enrich their understanding. For instance, cultural studies students can take virtual tours of landmarks, such as the Colosseum in Rome, to gain immersive insights into historical and architectural significance.

**Operational Excellence and challenges.** The presenters emphasized the robust operational processes underpinning the VR zones' success. Each VR zone is equipped with user-friendly interfaces and on-site technical support to ensure smooth operations. Regular training for faculty and staff ensures that they are well-prepared to integrate VR into their teaching practices.

The challenges of integrating VR into education were also addressed. Faculty adoption was initially hesitant, as many instructors were unfamiliar with immersive technologies. To overcome this, Tecnológico de Monterrey implemented professional development workshops focused on VR pedagogy, highlighting the transformative impact of immersive learning.

Another challenge was ensuring accessibility. The presenters explained that the VR zones were designed to be inclusive, featuring adjustable settings and interfaces for students with diverse needs. Future developments aim to incorporate haptic devices and AI-driven personalization to enhance accessibility further.

**Future vision for VR in education.** Tecnológico de Monterrey's ambitious roadmap includes the expansion of VR zones to reach 30,000 students per semester by 2026. The university is also exploring the integration of advanced technologies such as haptic feedback, spatial computing, and artificial intelligence to create more interactive and adaptive learning environments.

Beyond physical expansion, the institution is prioritizing research into the long-term impact of VR on learning outcomes. Early feedback from students and faculty has been overwhelmingly positive, with many highlighting improved engagement, critical thinking, and creativity. The presenters underscored the importance of continuous evaluation and collaboration with technology providers to refine and enhance the VR experience.

**Conclusion.** The "VR Voyage" presentation showcased Tecnológico de Monterrey's leadership in immersive education, demonstrating how VR can bridge the gap between theory and practice. By creating accessible, scalable, and innovative learning environments, the university has set a benchmark for integrating immersive technologies into higher education. This initiative not only equips students with cutting-edge skills but also fosters a culture of innovation, preparing them for success in an increasingly complex and technology-driven world.
## Navigating New Realities: The Integration of VR Technology in Higher Education Courses<fnref n="88" />

The poster entitled *Navigating New Realities: The Integration of VR Technology in Higher Education Courses*, presented by Robert Granado, Assistant Director of Academic Technology, and Elyse Ramirez, Lead Learning Experience Designer, from the University of Texas at San Antonio (UTSA), highlighted the university's transformative journey in incorporating virtual reality (VR) into its academic programs. Beginning in the fall of 2022, UTSA piloted VR-enhanced courses across various disciplines, including philosophy, history, engineering, and cultural studies, with the aim of exploring the potential of immersive technology to enrich student learning experiences.

The presenters outlined UTSA's pedagogical framework for integrating VR, which is grounded in experiential and constructivist learning theories. The courses leveraged VR's immersive capabilities to create interactive simulations, virtual field trips, and immersive storytelling experiences. These approaches aimed to engage students by fostering collaboration, providing alternative learning pathways through universal design principles, and encouraging deeper interaction with course content. For example, one course used VR to simulate archaeological exploration in Peru, while another implemented virtual road trips to teach Spanish language and culture.

Feedback from students underscored the effectiveness of VR in enhancing engagement and realism. Approximately 40% of participants cited the immersive and realistic nature of VR environments as its most compelling feature, followed by 35% highlighting interactivity and engagement, and 25% noting the uniqueness and novelty of the technology. These findings affirmed the pedagogical benefits of VR in fostering active and meaningful learning experiences.

However, the integration of VR was not without challenges. Students reported technical difficulties (40%), physical discomfort (30%), and limitations in content and interaction (30%) as areas for improvement. To address these concerns, UTSA implemented a comprehensive support structure that included troubleshooting assistance, regular equipment maintenance, and faculty training in VR content creation and integration. The university emphasized the importance of sustainability in its approach, ensuring that VR systems were updated and compatible with emerging technologies.

Looking ahead, UTSA plans to expand VR integration to new disciplines, including art, science, and additional cultural studies. The presenters noted that future developments would be informed by student feedback, with efforts focused on refining content to address technical and accessibility issues. Additionally, the university plans to incorporate advancements in VR hardware and software to enhance the quality of the immersive experiences offered.

During the French delegation's visit to UTSA campus, Mr Granado and Ms Ramirez had the opportunity to demonstrate some of the VR solutions used in VR-enhanced UTSA courses.

<figure><img src="image_88.png" /></figure>

## Examining the Pedagogical Effectiveness of Virtual Reality Software in Visualizing Historical Sites<fnref n="89" />

The poster entitled *Examining the Pedagogical Effectiveness of Virtual Reality Software in Visualizing Historical Sites*, presented by Marisa Beard, Associate Dean of Educational Technology, and Amos Gutierrez, Assistant

<footnote n="88">⁸⁸ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/navigating-new-realities-the-integration-of-vr-technology-in-higher-education-courses</footnote>

<footnote n="89">⁸⁹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/examining-the-pedagogical-effectiveness-of-virtual-reality-software-in-visualizing-historical-sites</footnote>
Director of Creative and Academic Technology, both from Abilene Christian University, showcased findings from a study investigating the educational benefits of virtual reality (VR) in teaching about historical sites. The experimental study focused on the use of VR to explore Moses' Tabernacle, comparing its effectiveness against traditional video-based methods.

The study employed a mixed-methods approach, dividing participants into a control group (CG), which used video, and an experimental group (EG), which engaged with a VR walkthrough of the Tabernacle. Both groups participated in a pre-event quiz and attended a lecture on the Mosaic Law and the Tabernacle. The experimental group completed a VR-based activity and then took a post-event quiz. Both groups were assessed again two weeks later through a unit exam to measure long-term retention.

Quantitative results demonstrated statistically significant improvements in the experimental group's perceived attention, motivation, and comprehension of spatial relationships. Students in the VR group reported higher engagement and a deeper understanding of the Tabernacle's spatial elements, which were critical to the study's objectives. The experimental group also outperformed the control group in the unit exam, indicating superior long-term retention of information about the Tabernacle's elements and purposes.

Qualitative data from interviews with participants in the experimental group highlighted the immersive and interactive qualities of VR as key factors contributing to their enhanced learning experiences. Students described the VR walkthrough as an engaging and effective way to visualize the Tabernacle, providing a spatial context that was difficult to grasp through traditional methods.

The findings underscore the potential of VR as a pedagogical tool, particularly in fields requiring spatial comprehension and experiential learning. However, the presenters also noted challenges such as the cost of VR hardware and software, as well as the need for technical support and faculty training. These barriers must be addressed to facilitate broader adoption of VR in educational settings.

Overall, the study provides compelling evidence for the pedagogical effectiveness of VR in enhancing attention, engagement, and comprehension, offering a valuable model for integrating immersive technologies into curricula.

## Leverage AI to Auto-Generate XR Lesson Plans on the Fly<fnref n="90" />

The poster session entitled *Leverage AI to Auto-Generate XR Lesson Plans on the Fly*, presented by Eric Kunnen, Senior Director of Innovation and Research, and Joseph Van Harken, Innovator in Residence at Grand Valley State University (GVSU), introduced a groundbreaking approach to integrating augmented reality (AR) into education. Through their collaboration with Ludenso, the presenters showcased an AI-powered solution that enables educators to create comprehensive AR lesson plans with minimal effort, eliminating the need for technical expertise, coding skills, or prior XR experience.

The innovation centers on a system that uses AI to analyze prompts or documents provided by educators and then generates AR-enhanced content tailored to specific pedagogical needs. The process involves three main steps: first, educators craft a prompt that outlines the desired learning objectives or content focus. Next, the AI generates an initial AR lesson, which can be edited and refined using the system's intuitive tools. Finally, the completed lesson is embedded directly into web-based Learning Management Systems (LMS), where students can view and interact with it in 3D or AR formats. This streamlined approach ensures that educators without advanced technical backgrounds can still incorporate immersive technologies into their teaching practices.

A key aspect of this innovation is its scalability. Designed to empower educators at all levels, the solution is part of GVSU's broader campus innovation ecosystem, which fosters experimentation and collaboration in emerging technologies. This ecosystem includes facilities such as the futurEDlab and student-led initiatives like the Student Technology and Innovation Guild (STING), where student assistants collaborate with faculty and staff to design and build technology applications addressing real-world pedagogical challenges. By integrating these collaborative processes, the system not only supports the creation of AR lesson plans but also encourages engagement with emerging technologies across the institution.

The presenters highlighted the transformative potential of AI-powered AR in enhancing student engagement and comprehension. For instance, AR visualizations make abstract or complex concepts more tangible and interactive, enabling students to better grasp and retain key ideas. This capability is particularly valuable in

<footnote n="90">⁹⁰ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/leverage-ai-to-autogenerate-xr-lesson-plans-on-the-fly</footnote>
disciplines like STEM, where spatial understanding and visual representation play critical roles, but it also holds promise for areas like the humanities and social sciences. The system's ability to rapidly generate tailored AR experiences further supports differentiated learning by allowing educators to adapt content for diverse student needs.

GVSU's focus on accessibility and ease of use is central to the project's success. The presenters emphasized that the system democratizes access to AR-enhanced education by removing traditional barriers, such as the need for technical training or costly resources. This ensures that a wide range of educators can leverage the tool to transform their classrooms, regardless of their technological expertise or institutional budget.

The project also prioritizes collaboration, involving educators, students, and community partners in the design and deployment of AR-enhanced lessons. This inclusive approach ensures that the content is not only pedagogically sound but also relevant and engaging for its intended audiences. GVSU's innovation ecosystem further supports this goal by providing spaces for experimentation, workshops, and the development of best practices for integrating AR and other emerging technologies into education.

The presenters noted that preliminary feedback from educators and students has been overwhelmingly positive. Educators appreciate the system's simplicity and its ability to generate high-quality AR content quickly, while students report increased engagement and interest in courses incorporating AR elements. Additionally, the scalability of the approach positions it as a practical solution for institutions looking to expand their use of immersive technologies without incurring significant costs or requiring extensive infrastructure changes.

## Walking the (Virtual) Walk: Exploring DEI Principles through XR<fnref n="91" />

The poster session titled *Walking the (Virtual) Walk: Exploring DEI Principles through XR*, presented by Crystal DeJaegher and Kael Kanczuzewski, both Academic Technology Specialists at the University of Notre Dame, demonstrated the potential of Extended Reality to deepen understanding and engagement with Diversity, Equity, and Inclusion (DEI) principles. This project was implemented during Notre Dame's "Walk the Walk Week," an event designed to foster dialogue and reflection on DEI issues across the university community.

The presenters highlighted how XR technologies, particularly virtual reality, were used to create immersive and interactive experiences that placed participants in the shoes of individuals from diverse backgrounds. Through VR, participants engaged with scenarios that highlighted systemic inequalities, unconscious biases, and social challenges faced by marginalized communities. This experiential approach offered a more profound and empathetic understanding of DEI concepts, moving beyond traditional lecture-based methods.

A key feature of the project was its structured integration into curriculum and class activities, ensuring sustainability and avoiding the novelty effect often associated with XR tools. Participants were guided through a combination of immersive VR experiences and facilitated discussions, creating a safe space for open dialogue. These discussions enabled participants to share their reactions, insights, and questions, both anonymously and publicly. This reflective process was deemed essential for consolidating learning outcomes and fostering meaningful conversations about inclusivity and equity.

The project's findings underscored the importance of embedding XR experiences within broader educational strategies to maximize their impact. The presenters observed that while XR tools effectively conveyed the emotional and cognitive dimensions of DEI principles, their effectiveness was enhanced when paired with structured debriefing sessions and actionable takeaways. For example, participants noted how the immersive scenarios revealed nuances of bias and inequity that they had not previously considered, prompting reflections on their own behavior and encouraging them to advocate for change.

Looking ahead, the team outlined plans to expand the project for the 2025 "Walk the Walk Week." A new initiative, "Virtual Borders," will immerse participants in the experiences of individuals crossing the Texas/Mexico border. This project will employ interactive storytelling and 360-degree video to onboard faculty and students gradually into the use of fully immersive VR. The phased approach aims to build familiarity and competence with XR technologies among educators while expanding their application in various educational contexts.

The poster also featured qualitative feedback from participants, who described the experience as impactful, emotional, and thought-provoking. Many reported feeling a heightened sense of empathy and a call to action to address issues of inequality. One participant remarked, "Being 'present' showed me things I wouldn't have

<footnote n="91">⁹¹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/walking-the-virtual-walk-exploring-dei-principles-through-xr</footnote>
experienced otherwise. This is something my family has not had to worry about." Such testimonials reflect the potential of XR to create profound personal connections to complex social issues.

Additional resources shared by the presenters included tools and content for extending the DEI conversation, such as the "Whiteness Project," a series exploring racial identity, and "After Trayvon," a discussion among Black and Latino boys about their lived experiences. These resources complemented the XR initiative, providing further avenues for participants to engage with DEI topics.

In conclusion, "Walking the (Virtual) Walk" illustrated the transformative potential of XR in advancing DEI education. By combining immersive technologies with strategic curriculum integration and reflective dialogue, the project offered a scalable and impactful model for fostering empathy, awareness, and actionable change within educational settings. The presenters' emphasis on sustainability and phased implementation ensures that the initiative will continue to evolve and contribute meaningfully to DEI efforts in higher education.
# GenAI for education

Generative AI (GenAI) has emerged as a transformative force in education, with applications ranging from enhancing instructional design to redefining student engagement. The EDUCAUSE conference highlighted this rapidly evolving field, offering a wealth of sessions, presentations, and posters dedicated to exploring its impact on higher education. The focus extended beyond technical capabilities to consider strategic integration, ethical concerns, and institutional alignment, providing attendees with actionable insights into how to navigate the complexities of adopting GenAI effectively.

This section delves into the innovative approaches showcased during the conference, emphasizing the intersection of AI and education. The highlighted sessions reflect a broad spectrum of applications, from faculty development initiatives that foster AI fluency to strategies for using GenAI in curriculum design and administrative operations. Presenters also explored the challenges associated with AI adoption, including governance, algorithmic bias, and equitable access, underscoring the importance of a comprehensive and thoughtful approach.

In the 2023 edition of this report, you will find 45 links to useful EDUCAUSE resources on GenAI in the article "Innovations & trends in EdTech: a 360° view"

## Cooking Up Innovation: Crafting a Menu of AI Faculty Development Options<fnref n="92" />

The presentation *Cooking Up Innovation: Crafting a Menu of AI Faculty Development Options* led by Leslie Mojeiko, Senior Instructional Designer at the University of Florida and recipient of the 2024 EDUCAUSE Rising Star Award, and Chris Sharp, Educational Technologist at the same institution, showcased a comprehensive and innovative approach to equipping faculty with AI fluency. With the University of Florida (UF) aspiring to be a leading "AI University," the presenters detailed how they designed a creative, multi-tiered faculty development program framed as a culinary menu to make AI adoption accessible, engaging, and impactful.

**Building an Al University.** UF's initiative to integrate AI across disciplines aims to prepare graduates for an AI-driven workforce. A critical component of this vision is ensuring faculty members—regardless of their fields of expertise —are equipped to incorporate AI into their teaching practices. The challenge lies in addressing diverse comfort levels, technical skills, and the time constraints of faculty. The team at UF designed a development program that uses the metaphor of a three-course meal to provide flexible, approachable, and meaningful learning opportunities for faculty to adopt and integrate Al.

**The Three-Course Meal framework.** The presenters divided their offerings into three categories: appetizers, main courses, and desserts, with each representing a level of engagement and depth.

**Appetizers: Flexible and Digestible Introductions.** Appetizers are short, interactive training sessions designed to introduce faculty to the basics of AI in education. These sessions, branded as Tech Bytes, are 60-minute live virtual workshops that address specific tools or strategies. Each Tech Bytes session is developed collaboratively with UF's instructional designers, faculty, and the Center for Teaching Excellence. Examples from the program include:

* "Generative AI Recipes": A session focusing on how AI can be used for content creation and lesson planning.

* "Take to the Skies with Navigator AI": Highlighting tools that assist in classroom navigation and organization. The format includes real-time participation, interactive demonstrations, and a Q&A segment, with sessions recorded for asynchronous access. The engaging branding, which often includes themes and costumes such as chef hats, makes these sessions more appealing and memorable. This approach has significantly boosted attendance, with hundreds of faculty participating across disciplines.

**Main Courses: In-Depth Learning Communities.** Main courses represent a deeper commitment to learning through Faculty Learning Communities (FLCs). These semester-long groups meet biweekly and are designed to foster

<footnote n="92">⁹² https://events.EDUCAUSE.edu/annual-conference/2024/agenda/cooking-up-innovation-crafting-a-menu-of-ai-faculty-development-options</footnote>
collaboration among faculty from different disciplines. Facilitated by UF's instructional design and AI2 Center
teams, the FLCs provide hands-on training and discussions on how to integrate AI into course design.
Participants develop and implement AI-enhanced instructional strategies tailored to their subject areas.
Examples include using generative AI for grading assistance, creating interactive simulations for student
practice, and fostering critical discussions on AI ethics.

The FLCs focus on sustained engagement, enabling faculty to build a strong foundation in AI while also creating a supportive community of practice. Faculty often leave the program with tangible outcomes, such as redesigned syllabi, AI-enhanced assignments, or classroom tools ready for implementation.

**Desserts: Individualized Consultations.** Desserts represent high-touch, personalized support for faculty seeking tailored AI solutions for specific teaching challenges. These one-on-one consultations provide opportunities to address unique needs, develop innovative tools, and scale instructional practices. Examples shared by the presenters include:

* A chatbot designed to simulate juror interviews for a law course, allowing students to practice questioning in a realistic, scalable environment.

* A diagnostic AI tool used in medical training to simulate patient interactions, helping students hone diagnostic skills in a controlled virtual setting.

These consultations are led by UF's instructional designers and technologists, ensuring that faculty receive expert guidance to translate their ideas into practical applications.

**Key Insights and Successes.** The presenters emphasized that the program's success stems from its creative approach to branding and delivery. By using metaphors and thematic marketing—such as the culinary menu concept and event-specific costumes—the initiative attracted faculty who might otherwise be hesitant to engage with AI. This light-hearted framing demystified the technology while creating an inviting atmosphere for learning.

Another critical success factor was the program's collaborative design. The presenters highlighted the importance of interdisciplinary teamwork, involving faculty, instructional designers, and technologists in creating resources that align with UF's educational priorities. This collaborative approach ensured that the program remained practical, relevant, and adaptable to various teaching contexts.

**Future directions.** UF's AI faculty development initiative continues to evolve, with plans to expand the program's reach and incorporate emerging AI technologies. The presenters noted the importance of scaling these efforts while maintaining the personalized, high-touch approach that has defined the program. They also emphasized the potential for other institutions to adapt the "menu" framework to their unique contexts, encouraging participants to think creatively about how to implement AI faculty development on their own campuses.

Charting New Courses: Navigating the Integration of Generative AI in Higher Education<fnref n="93" />

The poster presentation *Charting New Courses: Navigating the Integration of Generative AI in Higher Education*, delivered by Celia Coochwytewa, Assistant Director of Academic Operations, and Matthew Keating, Instructional Designer, both from Arizona State University (ASU), explored the innovative use of generative AI tools in academic settings. The session provided a roadmap for integrating AI into course design, emphasizing collaboration, iterative improvement, and alignment with institutional guidelines.

It is important to note that all the resources in this presentation are available online<fnref n="94" />.

ASU's approach leverages the potential of generative AI to address pedagogical challenges and enhance
learning outcomes while adhering to ethical and institutional standards. The presenters introduced a structured
framework, detailed in the Generative AI Development Checklist, which guides stakeholders through three key
phases: conceptualization, collaborative development, and implementation. This checklist ensures a systematic
and inclusive process, engaging diverse stakeholders such as faculty, IT staff, and administrators while
prioritizing ethical considerations like transparency, privacy, and accessibility.

During the initial conceptualization phase, ASU encourages identifying specific pedagogical challenges or
learning objectives that AI can address, such as enhancing engagement or improving student support systems.

<footnote n="93">⁹³ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/charting-new-courses-navigating-the-integration-of-generative-ai-in-higher-education</footnote>

<footnote n="94">⁹⁴ https://drive.google.com/file/d/1AuAi-kRovB3WRmYUCaxvWvN-SFXTVzOD</footnote>
The process includes surveying existing tools to avoid redundancy and fostering early communication with faculty and other stakeholders to align AI initiatives with institutional goals. This phase emphasizes the importance of clearly defining objectives and ensuring institutional support before development begins.

In the collaborative development phase, ASU facilitates working groups to tailor AI tools to specific programmatic or curricular needs. The presenters stressed the necessity of aligning AI functionalities with course objectives and incorporating institutional guidelines for teaching and learning practices. Metrics are established early to evaluate the performance and impact of the tools. For example, faculty within ASU's Nursing Program collaborated to integrate ChatGPT into their preparation for the National Council Licensure Examination (NCLEX), designing AI-assisted test items and therapeutic communication personas to simulate real-world scenarios. This alignment between AI applications and pedagogical objectives was highlighted as a critical success factor.

The implementation and deployment phase involves pilot testing, collecting feedback from end users, and refining the AI tools based on real-world usage. The presenters highlighted the importance of comprehensive user training and creating robust support systems for troubleshooting and iterative improvements. Qualitative feedback from students and faculty, gathered through surveys and focus groups, plays a crucial role in refining the tools to ensure they meet user expectations and institutional standards. This iterative process is central to maintaining the effectiveness and ethical alignment of AI applications.

The presentation also introduced ASU's AI Innovation Challenge, which invites faculty and staff to propose innovative applications for AI tools like ChatGPT Enterprise. Selected projects receive support from the Edson AI Hub, a centralized resource at ASU dedicated to advancing AI in teaching and research. Notable projects include the creation of AI-driven rubrics and resources tailored to specific learning environments and institutional needs. The presenters emphasized that these initiatives are supported by tailored faculty consultations, workshops, and resource-sharing sessions, ensuring that users have the tools and knowledge needed to integrate AI effectively into their curricula.

ASU's roadmap for generative AI integration demonstrates a thoughtful balance between innovation and ethical considerations, highlighting the transformative potential of AI in higher education.

## AI in Higher Education: Friend or Foe? Insights from Student Perceptions and Classroom Integration<fnref n="95" />

The poster presentation, *AI in Higher Education: Friend or Foe? Insights from Student Perceptions and Classroom Integration*, delivered by Tadd Farmer, Senior Learning Experience Designer at WGU Labs, examined the growing role of artificial intelligence (AI) in higher education through three research studies. The presentation explored student perceptions, uses of AI tools, and their impact on the learning experience, providing a nuanced view of AI as both a potential ally and a challenge in educational contexts.

The first study surveyed 2,365 post-secondary students from a mix of institutions, including online universities, four-year colleges, and community colleges. The findings revealed a substantial increase in awareness and use of AI tools among students, with 72% reporting awareness of AI tools in 2024, up from 43.7% in 2023. However, only 28% had used tools like ChatGPT, and disparities emerged across demographic groups. Despite growing familiarity, many students lacked confidence in their AI skills, including evaluating AI-generated content, writing effective prompts, and understanding how AI works. Only 18% reported receiving guidance from faculty on AI use, signaling a gap in institutional support. Most students viewed AI as beneficial for providing preemptive support and tutoring but expressed hesitance about relying on AI for tasks traditionally performed by faculty, such as grading or teaching entire courses. The majority of students also deemed it unethical to use AI for generating homework or exam responses but were more open to using it for brainstorming and research.

The second study focused on a pilot program in which 18 computer science students used premium ChatGPT tools in a course. Students used AI as a reference for quick answers, as an instructor to explain concepts and troubleshoot problems, and as a coach to overcome learning challenges. They reported improved learning experiences and considered AI moderately to very helpful. However, the study's findings on AI's impact on measurable outcomes, such as assessment scores, were anecdotal and inconclusive.

The third study evaluated Kyron Learning, an AI-powered video platform that uses branching scenarios and instructor-recorded videos to personalize support. Out of 1,374 students invited to participate in a web

<footnote n="95">⁹⁵ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/designing-an-ai-roadmap-to-improve-student-outcomes</footnote>
development course study, only 17.1% consented, and 45.4% of participants meaningfully engaged with the platform. Students who engaged with Kyron Learning found it effective and expressed interest in integrating it into more courses. However, the platform did not result in measurable improvements in student outcomes such as pass rates or time to completion, leaving its effectiveness open to further investigation.

Overall, the presentation highlighted the dual nature of AI in higher education. While students perceive AI as a helpful learning tool, challenges such as uneven adoption, lack of confidence in AI skills, and ethical concerns persist. Farmer emphasized the need for institutions to focus on AI literacy and provide robust support for integrating AI into teaching and learning.

## Plotting the Course: Developing a Dynamic GenAI Strategy<fnref n="96" />

The presentation *Plotting the Course: Developing a Dynamic GenAI Strategy*, delivered by Deloitte's higher education team, including Tamara Askew, Bob Caron, Carlee Diggins, and Maddie Pongor, explored the opportunities and challenges of adopting generative AI (GenAI) in higher education institutions. The session emphasized creating a comprehensive and scalable strategy to maximize the value of GenAI while addressing its risks and aligning its use with institutional goals.

The presenters framed the discussion around the AI Readiness and Management Framework, which provides a structured approach to planning and executing GenAI initiatives. This framework involves setting a clear vision, identifying high-impact use cases, and integrating AI into institutional systems and workflows. The presenters stressed the importance of aligning AI goals with strategic priorities, such as teaching, learning, research, student success, and operational efficiency. By doing so, institutions can avoid being distracted by AI's technical capabilities and instead focus on applications that deliver tangible value.

A key theme was the need for institutions to evaluate their AI maturity. The team introduced the AI Strategy Maturity Curve, which categorizes organizations into four stages: foundational, exploratory, innovative, and exponential. This progression highlights how institutions can transition from early awareness of AI to fully leveraging its transformative potential through governance, scalability, and measurable outcomes.

The presentation also addressed the ethical considerations of AI, introducing the Trustworthy AI™ framework, which emphasizes fairness, transparency, accountability, and security. The presenters argued that these principles are crucial for mitigating risks associated with AI, such as bias, data privacy concerns, and regulatory compliance. They also discussed the importance of “human-in-the-loop” governance, ensuring that AI complements rather than replaces human judgment in decision-making processes.

Attendees were encouraged to adopt a phased approach to AI implementation, starting with smaller, low-risk use cases and gradually expanding as institutional capacity grows. The presenters shared examples of successful GenAI projects in areas like personalized tutoring, content generation, and operational automation. These case studies demonstrated the potential of AI to enhance learning outcomes, streamline administrative processes, and improve overall institutional efficiency.

## Personalized AI Tutoring as a Social Activity: Paradox or Possibility?<fnref n="97" />

The poster presentation *Personalized AI Tutoring as a Social Activity Paradox or Possibility?* by Ron Owston, Professor Emeritus and Research Associate at Contact North, explored the potential of AI tutoring tools to combine personalized learning with social interaction. Owston addressed a key paradox: while AI tutoring offers tailored support for individual learners, it risks isolating them from collaborative, social learning experiences. The session demonstrated how thoughtfully designed social learning activities can integrate AI tutoring to enhance both engagement and outcomes in classroom and online settings.

Central to the presentation was the introduction of AI Tutor Pro, a user-friendly, freely accessible platform capable of adapting to learners' needs across various subjects and levels. Owston highlighted how AI tutoring, when combined with structured social activities, could create rich, interactive learning environments. Examples of such activities included collaborative problem-solving, peer tutoring, role-playing, and games. For instance,

<footnote n="96">⁹⁶ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/plotting-the-course-developing-a-dynamic-genai-strategy</footnote>

<footnote n="97">⁹⁷ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/personalized-ai-tutoring-as-a-social-activity-paradox-or-possibility</footnote>
role-playing scenarios allowed students to engage in simulated dialogues supported by AI, fostering both individual and group learning. Similarly, peer tutoring leveraged AI-generated prompts to guide discussions and encourage knowledge exchange among students.

The presentation emphasized the importance of integrating AI tools into blended learning and project-based approaches to support both individual and collective goals. Activities like foreign language practice with Al-powered interactions and group reflection sessions illustrated the potential for fostering active exploration and creative learning. These applications demonstrated how AI tutoring could function as a complement to traditional pedagogical methods, enhancing engagement without sacrificing opportunities for social interaction.

The session concluded with strategies for balancing AI-driven personalization with collaborative learning, aiming to create inclusive, interactive educational environments.

## Building a GenAI Foundation to Let Your Institution Soar<fnref n="98" />

The poster *Building a GenAI Foundation to Let Your Institution Soar* explored strategies for establishing a structured yet innovative framework for generative AI (GenAI) in higher education, presented by Eyal Darmon (Managing Director, Accenture), Michael Milligan (CIO, University of Massachusetts System), and Patty Patria (CIO, Babson College). The session highlighted two institutional case studies: Babson College's GenAI strategy and the University of Massachusetts (UMass) President's Office initiative, both demonstrating the balance between fostering innovation and ensuring responsible implementation.

Babson College's approach focused on rallying the institution around a cohesive and ethical GenAI strategy. This included determining specific use cases for GenAI in teaching, operations, and career preparation. Examples of applications ranged from integrating AI tools into curricula to streamlining administrative processes. Babson prioritized aligning these initiatives with institutional values, addressing challenges such as data privacy, ethical risks, and faculty training. Patria emphasized that a well-defined strategy provided clarity and purpose, enabling Babson to harness GenAI's potential responsibly.

The UMass President's Office initiative establishes a GenAI Center of Excellence (COE), a system-wide resource for structured implementation and guidance. The COE serves as a hub for defining consistent policies, risk management practices, and use-case evaluation frameworks. Milligan highlighted its role in ensuring transparency and equity in GenAI adoption, supporting stakeholders across the university system.

## Enhancing Accessibility in Higher Ed: The Role of AI in Creating Inclusive Learning Environments<fnref n="99" />

The poster presentation *Enhancing Accessibility in Higher Ed: The Role of AI in Creating Inclusive Learning Environments*, by Rob Gibson, Dean of ITAS at Wichita State University, focused on the transformative potential of Artificial Intelligence (AI) in making education more accessible. Gibson highlighted how AI tools can break down barriers for learners with disabilities, fostering equitable access to education.

Central to the presentation was the exploration of AI-driven solutions such as speech-to-text transcription, personalized learning environments, and assistive technologies for visually or hearing-impaired students. These tools are designed to address specific needs, such as creating real-time captions during lectures or providing audio descriptions for visual content. Gibson emphasized the importance of integrating these technologies into broader institutional strategies to ensure their effectiveness and scalability.

The presentation also detailed strategies for implementing AI tools responsibly. This includes collaborating with stakeholders, such as students and accessibility specialists, to identify the most pressing needs and evaluating tools to ensure compliance with accessibility standards. Gibson highlighted the potential of generative AI in crafting inclusive content, such as automatically adjusting the readability of texts or creating multimodal resources tailored to diverse learning preferences.

Through case studies, Gibson demonstrated how AI can foster inclusivity while enhancing learning outcomes. For instance, AI-assisted platforms that adapt content delivery based on individual learning needs were shown

<footnote n="98">⁹⁸ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/building-a-genai-foundation-to-let-your-institution-soar</footnote>

<footnote n="99">⁹⁹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/enhancing-accessibility-in-higher-ed-the-role-of-ai-in-creating-inclusive-learning-environments</footnote>
to improve engagement for students with cognitive disabilities. These examples illustrated the transformative role of AI in creating inclusive, learner-centered environments.

## Leveling the Playing Field: The Role of Generative AI in Promoting Equitable Education<fnref n="100" />

The poster presentation *Leveling the Playing Field: The Role of Generative AI in Promoting Equitable Education* by Dr. Qingwen Dong from the University of the Pacific, highlighted the transformative potential of generative AI technologies like ChatGPT in creating more inclusive and equitable educational environments. The study explored how GenAI tools enhance accessibility and support for diverse student populations, with particular attention to first-generation and international students.

Using a qualitative methodology, the research examined student interactions with GenAI tools, emphasizing their ability to provide personalized, immediate feedback and accessible support. Findings revealed that GenAI enhances student engagement and creativity by enabling diverse approaches to research and problem-solving. Participants described the tools as intuitive and effective for personalized tutoring, fostering a deeper understanding of complex topics and improving their confidence in academic tasks.

However, the presentation also addressed significant challenges, including concerns about the accuracy and ethical use of GenAI. Students expressed the need for clear guidelines and institutional support to maximize the tools' benefits while mitigating risks such as misinformation.

## Practical Guide to Leverage AI Literacy as a Catalyst to Foster Engagement and Creativity in Teaching<fnref n="101" />

The poster *Practical Guide to Leverage AI Literacy as a Catalyst to Foster Engagement and Creativity in Teaching*, presented by Minh Le, Principal Instructional Designer at Teachers College, Columbia University, outlined a structured approach to help faculty effectively integrate generative AI into their teaching practices. The guide addressed common challenges faced by educators, including ethical dilemmas, data privacy concerns, and the rapid pace of technological change, which often leave faculty overwhelmed.

Minh Le proposed a five-step action-driven framework designed to enhance AI literacy and transform teaching methodologies. The first step, Educate, focused on building foundational AI knowledge, enabling educators to evaluate and apply AI tools in diverse contexts. The second step, Experiment, encouraged starting small by exploring the functionalities of a single AI tool and redesigning courses using frameworks like Bloom's Taxonomy and SAMR to align AI integration with pedagogical goals. The Engage step highlighted the importance of clear communication about AI policies and offering resources to guide students in responsible AI use. The fourth step, Evaluate, emphasized gathering feedback from students and assessing the impact of AI tools on learning and engagement. Finally, Evolve urged educators to refine their courses and invest in ongoing professional development to stay updated on advancements in AI.

## Shaping AI Strategy for Faculty Development through Instructional Design<fnref n="102" />

The poster *Shaping AI Strategy for Faculty Development through Instructional Design*, presented by Steven Varela from the University of Notre Dame, highlighted the role of instructional design in integrating generative AI into faculty development. The initiative was driven by the creation of an AI video series<fnref n="103" /> aimed at introducing educators to AI concepts and supporting their effective implementation in teaching practices.

The project leveraged collaborative efforts among faculty, IT specialists, learning designers, and administrators. Learning designers acted as change agents, employing design thinking to structure meaningful content. The video series covered topics such as designing assignments in the age of AI, navigating AI tools with academic

<footnote n="100">¹⁰⁰ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/leveling-the-playing-field-the-role-of-generative-ai-in-promoting-equitable-education</footnote>

<footnote n="101">¹⁰¹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/practical-guide-to-leverage-ai-literacy-as-a-catalyst-to-foster-engagement-creativity-in-teaching</footnote>

<footnote n="102">¹⁰² https://events.EDUCAUSE.edu/annual-conference/2024/agenda/shaping-ai-strategy-for-faculty-development-through-instructional-design</footnote>

<footnote n="103">¹⁰³ https://learning.nd.edu/learning-technology/ai-in-teaching-and-learning/ai-for-teaching-and-learning-video-series/</footnote>
integrity, and exploring pedagogical strategies for incorporating GenAI into curricula. Faculty feedback emphasized the clarity and structure provided during project phases, ensuring alignment with institutional goals. Survey data from the initiative revealed that co-designing resources with multidisciplinary teams fostered a collaborative ecosystem that streamlined the production process. Faculty expressed increased confidence in exploring AI tools and applying them in discipline-specific contexts. Next steps include recruiting additional faculty to expand the video series, focusing on best practices and deeper integration into course design.

## Is AI Write or Wrong? Student Perspectives on Using AI to Complete Writing Assignments<fnref n="104" />

The poster *Is AI Write or Wrong? Student Perspectives on Using AI to Complete Writing Assignments* explores student attitudes and behaviors regarding the use of Artificial Intelligence (AI) tools for academic writing. This study, presented by Sarah Bonnema and Laura Rusnak of the University of South Florida, highlights both the perceived benefits and concerns surrounding AI in academic contexts.

Quantitative findings from the research indicate that a significant proportion of students—81%—have previously utilized AI tools, with 73% reporting use for school assignments. Tools such as ChatGPT and Grammarly are among the most commonly employed, valued for their ability to assist in brainstorming ideas, proofreading, improving clarity, and correcting grammar and spelling.

However, while students recognize the utility of these tools, they also express apprehensions. Concerns include the potential for AI to impede learning, degrade writing skills, and trigger academic sanctions if misused. Interestingly, students advocate for a balanced approach, suggesting that AI should be used selectively—for example, in generating ideas or refining writing—without replacing the core effort required to complete assignments.

## Game-Changing Education: Transforming Learning Experiences with Gamification and Generative AI<fnref n="105" />

The poster *Game-Changing Education : Transforming Learning Experiences with Gamification and Generative AI*, presented by Claudia Arcolin, Lorenzo Brancaleon, and Alexia Cormier from the University of Texas at San Antonio, detailed the transformative potential of combining gamification and generative AI (GenAI) to enhance learning experiences in higher education (online resources<fnref n="106" />). By merging these cutting-edge technologies, educators can create dynamic, interactive, and personalized educational environments that engage students and inspire curiosity.

Gamification was presented as a proven strategy for fostering motivation, critical thinking, and collaboration. It leverages game design principles such as challenges, rewards, progress tracking, and leaderboards to make learning experiences immersive and enjoyable. These elements transform passive learners into active participants, encouraging them to explore content deeply and develop problem-solving skills. Examples provided in the poster included gamified learning modules that allow students to earn badges for completing tasks and gaining mastery of specific topics, as well as interactive simulations that mimic real-world scenarios.

Generative AI complements gamification by creating adaptive and personalized content that meets the diverse needs of students. The presenters highlighted how AI-generated learning pathways, problem sets, and real-time feedback can provide targeted support to learners, ensuring they remain engaged and aligned with learning objectives. In one example, GenAI was used to develop physics reasoning problems tailored to individual student progress, allowing learners to practice skills relevant to their current understanding. Students also had the opportunity to create their own problem sets using templates powered by AI, encouraging creativity and fostering deeper connections to course material.

The pilot implementation of these technologies in a physics course showcased significant potential. Students engaged with customized AI-generated reasoning problems and participated in peer critiques of the problems, promoting collaborative learning. These activities not only helped students refine their understanding but also

<footnote n="104">¹⁰⁴ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/is-ai-write-or-wrong-student-perspectives-on-using-ai-to-complete-writing-assignments-1</footnote>

<footnote n="105">¹⁰⁵ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/gamechanging-education-transforming-learning-experiences-with-gamification-and-generative-ai</footnote>

<footnote n="106">¹⁰⁶ https://myutsa.padlet.org/claudiaarcolin/game-changing-education-class-activities-for-transforming-le-5r8w8fg7waijyut</footnote>
cultivated critical evaluation skills, demonstrating the potential of this approach to go beyond traditional rote
learning methods.

The poster emphasized the importance of data-driven refinement in integrating these technologies. By analyzing student performance and feedback, educators can continuously improve the gamified and AI-driven experiences to align with learning goals and student preferences.

The Power of Partnerships to Advance GenAI Integration in Higher Education<fnref n="107" />

The poster *The Power of Partnerships to Advance GenAI Integration in Higher Education*, presented by Jonny Engelberg, Megan Masters, and Dan Wheatley, highlighted the role of collaborative efforts in integrating generative AI (GenAI) into institutional strategies. Drawing on a survey of over 40,000 students and instructors (full results<fnref n="108" />), the presentation demonstrated how interdisciplinary collaboration between academic units, administrative teams, and technology vendors such as Qualtrics can facilitate evidence-based decision-making for effective AI integration.

A core element of the project was the design and deployment of a GenAI survey instrument, developed through feedback sessions with campus stakeholders. The survey captured quantitative and qualitative insights on GenAI use, perceptions, and expectations. Results indicated that while most respondents were familiar with tools like ChatGPT, only a minority reported routine use in academic contexts. However, 67% of students and 56% of instructors anticipated increased use of GenAI in the future, signifying its growing importance.

Qualtrics played a pivotal role in implementing narrowcasting protocols and collecting detailed data. This enabled the generation of actionable insights, such as the need for fiscal and human-centered investments to support GenAI's responsible use. Findings also informed the development of institutional guidelines for ethical technology adoption and instructional design.

Smarter Students, Smarter Teaching : The AI Advantage in Teaching Writing and Humanities<fnref n="109" />

The poster *Smarter Students, Smarter Teaching : The AI Advantage in Teaching Writing and Humanities*, by Michelle Kassorla and Eugenia Novokshanova from Georgia State University, examined the integration of generative AI tools in freshman composition courses at an urban, minority-serving institution. The study analyzed how AI-enhanced instruction impacts student learning, writing performance, and engagement in Composition I and II courses.

The study compared student outcomes from AI-integrated courses (2023-2024) with traditional courses (2021-2022). Quantitative data revealed significant gains in key areas, including organization, source comprehension, research support, mechanics, and digital literacy. These results were assessed using program-level learning objectives and rubrics. For example, students in AI-integrated courses displayed improved critical thinking skills, such as analysis and evaluation, enabling them to construct more sophisticated arguments.

Qualitative insights were derived from student reflections, highlighting increased confidence and metacognitive awareness. Students reported that AI tools helped them overcome technical writing barriers, brainstorm ideas, and generate outlines, fostering creativity and emotional well-being. Collaborative activities using AI further enhanced self-efficacy and a sense of belonging in the classroom.

GenAI for Strategy and Policy

<footnote n="107">107 https://events.EDUCAUSE.edu/annual-conference/2024/agenda/the-power-of-partnerships-to-advance-genai-integration-in-higher-education</footnote>

<footnote n="108">¹⁰⁸ https://it.umd.edu/analytics/genaisurvey</footnote>

<footnote n="109">¹⁰⁹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/smarter-students-smarter-teaching-the-ai-advantage-in-teaching-writing-and-humanities</footnote>
Generative AI (GenAI) is reshaping institutional strategies and policies in higher education, prompting institutions to navigate complex challenges and opportunities. The EDUCAUSE 2024 Conference spotlighted this evolving landscape, examining how AI technologies are being integrated into governance, pedagogy, and operational frameworks. Central to these discussions were institutional policies aimed at fostering responsible and effective AI use, balancing innovation with ethical considerations, and addressing equity and transparency.

The section on GenAI for Strategy and Policy explores how institutions are crafting comprehensive strategies to manage the integration of AI at scale. Presentations and panel discussions addressed topics such as AI governance structures, data privacy, and the development of ethical frameworks to guide decision-making. Institutions are increasingly adopting collaborative approaches, forming interdisciplinary teams to ensure that AI strategies align with educational goals and institutional values.

Case studies and frameworks presented at the conference highlighted the role of policies in mitigating risks, such as algorithmic bias, while promoting equitable access to AI tools. Participants also explored adaptive governance models, recognizing the rapidly changing nature of AI technologies.

## The Future of IT Leadership: AI as Chief Information Officer<fnref n="110" />

The presentation entitled *The Future of IT Leadership : AI as Chief Information Officer* offered a thought-provoking exploration of how artificial intelligence could redefine the role of Chief Information Officers (CIOs). Moderated as a panel discussion, it featured insights from Peter Angelos, Executive Information Officer at Fond du Lac Tribal and Community College; Jody Couch, CIO and AVP for IST at Dalhousie University; Sandeep Sidhu, CIO at Emily Carr University of Art & Design; and Lindsay Sill, Executive Director of the Canadian University Council of Chief Information Officers (CUCCIO). The session blended humor, speculative scenarios, and critical analysis to assess whether AI could effectively take over or augment the CIO role.

**Evolving role of CIOs.** The panel began by examining how the role of CIOs has transformed over the years, from technical oversight to strategic leadership. Sandeep Sidhu highlighted the increasing complexity of managing technology ecosystems in higher education, arguing that CIOs today must blend technical knowledge with leadership and relationship-building skills. The idea of AI replacing CIOs raised questions about the essential elements of the role, such as consensus-building, decision-making under uncertainty, and fostering institutional culture—skills AI lacks.

Jody Couch framed AI as a tool that could alleviate routine administrative burdens, allowing CIOs to focus on high-level strategy. He compared the advent of AI to previous technological milestones like the emergence of email and cloud computing, emphasizing that while these tools revolutionized operations, they didn't replace human leadership. Similarly, AI was seen as an augmentation rather than a replacement.

**The Potential of AI in IT Leadership.** Peter Angelos presented an optimistic perspective on AI's potential in enhancing CIO capabilities. AI could streamline decision-making, predict system failures, and optimize resource allocation with unparalleled speed and precision. For example, AI-driven predictive analytics could identify infrastructure vulnerabilities before they lead to failures, reducing downtime and improving system reliability. Similarly, AI could dynamically adjust IT budgets, allocating resources where they are most needed based on real-time data.

Lindsay Sill expanded on these points, highlighting AI's ability to improve cybersecurity. By analyzing network traffic and detecting anomalies, AI systems could thwart cyberattacks in real time. However, she noted that such advancements would require careful oversight to avoid over-reliance on algorithms, especially when human judgment is necessary.

**Ethical and Operational Challenges.** The discussion also delved into the ethical challenges posed by AI. Peter Angelos raised concerns about bias in AI decision-making processes, particularly in contexts involving resource allocation or hiring decisions. He noted that biased data inputs could perpetuate inequalities, emphasizing the need for transparency and oversight in AI systems.

Sandeep Sidhu addressed the operational risks associated with implementing AI, including the potential loss of human oversight and the energy-intensive nature of AI systems. She underscored the importance of ensuring

<footnote n="110">¹¹⁰ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/the-future-of-it-leadership-ai-as-chief-information-officer</footnote>
that Al aligns with institutional values, particularly in areas such as data sovereignty, privacy, and accessibility. Sidhu also noted that while Al could automate many tasks, the relational aspects of the CIO role—building trust, managing teams, and fostering innovation—remain uniquely human.

**Audience Engagement and Practical Insights.** The session encouraged active participation from the audience, who posed questions about the practical implications of Al in higher education. Many attendees expressed concerns about the cultural implications of introducing Al into decision-making processes, particularly in institutions with diverse stakeholders. The panelists acknowledged these concerns, suggesting that the introduction of Al should be accompanied by robust training programs for staff and faculty to ensure alignment with institutional goals. Practical examples highlighted by the panel included the use of Al to preserve indigenous languages through advanced translation tools and the application of generative Al in creating educational content. These case studies illustrated both the opportunities and challenges of integrating Al into academic settings, demonstrating its potential to enhance inclusivity and learning outcomes.

**Conclusion: Human Leadership in an Al-Enhanced World.** The panel concluded with a consensus that while Al has the potential to transform IT leadership, it cannot replace the human elements that define the CIO role. Lindsay Sill emphasized that effective leadership requires empathy, intuition, and the ability to navigate complex organizational dynamics—qualities that Al cannot replicate. Jody Couch added that Al should be seen as a collaborator, freeing CIOs from routine tasks and enabling them to focus on strategic vision and innovation.

## Al and Institution-Wide Policy: Finding the Margins for Al Assisted Learning<fnref n="111" />

The presentation *Al and Institution-Wide Policy: Finding the Margins for Al-Assisted Learning*, delivered by Susan Adams, Associate Director of Teaching and Learning at Achieving the Dream, Van Davis, Chief Strategy Officer at WCET, and K.C. Williams, Executive Director of Teaching and Learning at Achieving the Dream, provided a detailed exploration of how institutions can develop comprehensive policies to integrate Artificial Intelligence in higher education responsibly. The session was designed as an interactive workshop, enabling participants to engage with key concepts and draft initial frameworks for ethical Al use in their institutions.

The presenters began by situating Al as a transformative force in education, capable of reshaping teaching, learning, and administrative processes. However, they also acknowledged significant challenges, including equity concerns, algorithmic bias, ethical dilemmas, and the risk of over-reliance on Al. To address these complexities, they introduced the WCET Al Policy and Practice Framework<fnref n="112" />, which provides a structured approach to designing institution-wide strategies for Al implementation. This framework emphasizes governance, operations, pedagogy, and ethical considerations as foundational elements.

One central theme of the presentation was the importance of intentional governance in managing Al. The presenters advocated for creating institutional task forces composed of diverse stakeholders, including faculty, students, administrators, and IT professionals, to ensure broad representation and accountability. Governance structures should include mechanisms for continuous evaluation of Al tools and their alignment with institutional goals. This approach also requires establishing clear data governance policies to safeguard privacy and ensure transparency in how Al systems operate and make decisions.

From an operational perspective, the session highlighted the need for institutions to prioritize equitable access to Al tools and resources. The presenters noted that disparities in access could exacerbate existing inequities, particularly for underserved student populations. They suggested investing in infrastructure, training, and support systems to ensure all students and faculty can leverage Al effectively. Additionally, they addressed the importance of fostering a culture of innovation while maintaining robust security protocols to protect institutional and personal data.

Pedagogically, the session explored the potential of Al to enhance the learning experience through personalization and efficiency. Al tools, such as adaptive learning platforms, can provide tailored content and feedback, allowing students to learn at their own pace. Generative Al tools, like ChatGPT, were highlighted as resources for brainstorming, drafting, and revising assignments. However, the presenters cautioned against the potential risks of over-dependence on Al, emphasizing the importance of maintaining academic integrity and promoting student agency. They recommended designing assignments and assessments that integrate Al in

<footnote n="111">¹¹¹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/ai-and-institution-wide-policy-finding-the-margins-for-al-assisted-learning</footnote>

<footnote n="112">¹¹² https://wcet.wiche.edu/resources/ai-education-policy-practice-ecosystem-framework/</footnote>
ways that encourage critical thinking and creativity, rather than substituting the cognitive effort required for meaningful learning.

To help institutions navigate these opportunities and challenges, the session included an interactive component where participants drafted preliminary AI policies. These policies addressed key areas such as ethical implementation, accessibility, academic integrity, and professional development. Attendees were encouraged to consider their institutional contexts, identifying high-impact areas where AI could deliver value while mitigating potential risks. The presenters provided examples of successful policies and frameworks, illustrating how institutions can balance innovation with responsibility.

The session concluded with a discussion of the importance of adaptability in AI policy development. As AI technologies evolve rapidly, institutions must remain flexible, revisiting and revising their policies regularly to address new challenges and opportunities. The presenters also emphasized the value of collaboration, both within and across institutions, to share best practices and collectively advance the responsible use of AI in higher education.

## AI Ethics and Literacy: Insights and Resources from the EDUCAUSE-HP Community of Practice<fnref n="113" />

The presentation *AI Ethics and Literacy: Insights and Resources from the EDUCAUSE-HP Community of Practice*, led by Kathe Pelletier (Senior Director, Community Programs, EDUCAUSE), Jeff Chen (AI Technologist for Education, HP Inc.), Elana Altman (Sr. Associate Director, UX and Academic Technologies, Barnard College), Maya Georgieva (Senior Director, Innovation Center at The New School), Michelle Kassorla (Tenured Associate Professor of English, Georgia State University), and John Stuart (Distinguished University Professor of Architecture, Florida International University), explored how a collaborative community of practice (COP) can advance AI literacy and ethical adoption in higher education.

The EDUCAUSE-HP Community of Practice was established to address the rapid emergence of AI technologies in education. The COP brought together interdisciplinary leaders and practitioners to collaboratively develop actionable resources and strategies for integrating AI responsibly into institutional teaching, learning, and operations. The presenters highlighted how the COP's regular discussions, project-based working groups, and resource-sharing platforms allowed participants to explore the opportunities and challenges of AI in a supportive and innovative environment.

Central to the session were two resources developed by the COP: the AI Literacy Framework and the Ethical Framework. These tools were designed to support institutions in fostering a culture of responsible and informed AI use across faculty, staff, and student populations.

The AI Literacy Framework outlined four key domains: technical, evaluative, practical, and ethical. The technical domain focused on building foundational knowledge about how AI systems work, such as understanding algorithms and machine learning principles. The evaluative domain emphasized critical skills like identifying bias, assessing the reliability of AI outputs, and recognizing misuse. The practical domain addressed the application of AI tools in teaching, administration, and learning processes, encouraging creative and productive integration of technology. Lastly, the ethical domain highlighted the importance of understanding AI's societal impacts, ensuring its use aligns with institutional values and broader ethical considerations.

The Ethical Framework introduced during the session established core principles to guide AI adoption, including transparency, accountability, non-discrimination, and privacy. It encouraged institutions to take a balanced approach to leveraging AI, ensuring the technology's benefits do not come at the expense of fairness or equity. For example, transparency involves making AI processes understandable to users, while accountability requires institutions to take responsibility for the outcomes of AI-driven decisions. The framework also stressed the importance of privacy in protecting student and faculty data while implementing AI technologies.

The presenters shared examples of how these frameworks could be applied in various institutional contexts. For instance, in faculty development, the AI Literacy Framework could be used to design workshops that build educators' confidence in integrating AI tools into their teaching practices. In governance, the Ethical Framework could inform the creation of AI policies that address risks such as algorithmic bias and data breaches while promoting responsible innovation.

<footnote n="113">¹¹³ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/ai-ethics-and-literacy-insights-and-resources-from-the-EDUCAUSEhp-community-of-practice</footnote>
Participants were invited to engage in an interactive exercise to begin drafting plans for applying these frameworks to their institutions. This activity underscored the need for flexibility and context-specific adaptations, as institutions vary widely in their resources, priorities, and levels of AI adoption. Attendees also discussed the importance of sustained dialogue and collaboration among stakeholders to ensure policies and practices remain relevant as AI technologies evolve.

The session concluded with a call to action for institutions to prioritize AI literacy and ethical governance as foundational components of their AI strategies. The presenters emphasized that a proactive approach to AI integration can not only enhance institutional capabilities but also safeguard the values of equity, transparency, and accountability that define higher education.

## Avoiding Al Chaos: How Lightweight Guardrails Enable University-Wide Innovation<fnref n="114" />

The poster *Avoiding Al Chaos : How Lightweight Guardrails Enable University-Wide Innovation*, presented by Mojgan Amini, Sr. Director of Process Management and Continuous Improvement at the University of California San Diego (UCSD), detailed the institution's strategic approach to fostering responsible AI adoption across campus. The presentation emphasized the creation of an inclusive governance framework that balances innovation with risk management, ensuring AI tools and applications align with institutional goals while addressing potential challenges.

UCSD established the AI in Administration Workgroup, a collaborative body sponsored by the CFO and CIO, composed of 20 leaders from various departments. The workgroup's primary aim is to provide a unified platform for evaluating, prioritizing, and implementing AI initiatives across the university. This governance model relies on "lightweight guardrails" rather than restrictive policies, enabling departments to explore AI applications with flexibility and adaptability. The framework incorporates prioritization processes, ethical principles, and continuous feedback loops to ensure initiatives are both impactful and aligned with institutional values.

The governance framework allows faculty and staff to submit AI ideas through an open, transparent process. These ideas are reviewed by the workgroup, and selected projects are developed into proofs of concept before broader implementation. Key successes from this model include TritonGPT, a secure AI assistant built using Llama2, which supports various campus operations while ensuring data privacy. Additional examples include tools such as the Job Description Helper and Fund Manager Coach, which enhance administrative workflows and improve efficiency.

Ethical considerations play a central role in the framework. The workgroup evaluates each project for compliance with principles of transparency, equity, and accountability. Feedback loops allow the framework to remain adaptive, incorporating lessons learned from ongoing projects to refine processes and policies.

## HiTA: A Controllable and Trustworthy AI Platform for Educational Institutions<fnref n="115" />

The poster *HiTA : A Controllable and Trustworthy AI Platform for Educational Institutions*, presented by Bo Wu, Associate Professor at Colorado School of Mines and CEO of HiTA AI Inc.; Rene Kizilcec, Associate Professor at Cornell University and Chief Scientist of HiTA AI Inc.; and Janet McIllece, Principal Advisor at World Wide Technology, introduced a generative AI-powered virtual teaching assistant (HiTA). This innovative platform aims to enhance learning experiences while addressing the critical challenges of data security, instructor control, and alignment with institutional goals.

HiTA leverages advanced large-language models (LLMs) trained specifically on institutional knowledge bases, course materials, and curated content. This tailored approach ensures that the virtual teaching assistant aligns with the pedagogical objectives of individual courses, guiding students through learning and problem-solving processes rather than simply delivering answers. The platform empowers instructors to define how HiTA interacts with students, ensuring its behavior complements their teaching philosophy. Additionally, HiTA provides

<footnote n="114">¹¹⁴ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/avoiding-ai-chaos-how-lightweight-guardrails-enable-universitywide-innovation</footnote>

<footnote n="115">¹¹⁵ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/generative-aibased-teaching-assistants-create-classroom-momentum-for-instructors-and-students</footnote>
analytics that enable instructors to monitor student queries and identify areas where learners struggle, allowing for real-time adjustments to instructional strategies and materials.

The platform has been piloted successfully at institutions such as the Colorado School of Mines and Cornell University. Early results indicate significant benefits for both students and faculty. Students reported a 20% improvement in engagement and understanding, particularly in challenging STEM disciplines. They highlighted the platform's availability for on-demand assistance as a critical advantage. Faculty noted a reduction in repetitive queries and observed increased focus on higher-order problem-solving among students, freeing educators to concentrate on refining their teaching strategies.

The presenters emphasized foundational considerations in implementing HiTA. Data protection and user privacy are core to the system's design, ensuring compliance with institutional and legal requirements. Additionally, iterative testing and stakeholder feedback were identified as critical components of refining HiTA's functionality and impact.

Disclaimer on the poster : "WWT<fnref n="116" /> and HiTA Al Inc.<fnref n="117" /> are not co-developing or officially partnering but are committed to practical, responsible AI and its impact in higher education « .

Virtual International Education for a New Society with AI<fnref n="118" />

The poster *Virtual International Education for a New Society with AI*, presented by Yuko Murakami from Hiroshima University and John Anderson from the University of Texas at Austin, explored a novel educational model that leverages generative AI (GAI) to foster international collaboration and intercultural dialogue. This initiative aims to prepare students for a globalized society where advanced technology, respect for human rights, and cultural understanding are critical.

The model employs a multilingual discussion platform called HiGPT, which utilizes GAI to overcome language barriers and facilitate meaningful exchanges between students from different countries and cultural backgrounds. HiGPT not only translates input into multiple languages but also summarizes discussions and offers suggestions, enhancing communication efficiency and engagement. The platform integrates voice input and time management tools to support instructors in moderating discussions and ensuring active participation.

Collaborations between Hiroshima University and the University of Texas at Austin demonstrated the model's potential through joint virtual sessions conducted in early 2024. Students engaged in group discussions using Zoom and HiGPT, addressing topics that highlighted cultural differences and the benefits and risks of AI.

Preliminary activities included training on GAI use and its ethical implications.

## Sessions Gems

The EDUCAUSE 2024 annual conference featured a wide range of sessions that not only enhanced understanding in familiar areas, but also offered transformative perspectives in disciplines outside the author's core expertise in EdTech. Among the standout sessions were four that exemplified innovative thinking and interdisciplinary relevance: "Open Source in Higher Education: A Community Report," which explored the opportunities and challenges of open-source software in academia; "Scam School: They Learn to Scam, You Learn to Avoid It," a creative approach to cybersecurity education through humorous mockumentary-style videos; "You Dream It, We Print It: 3D Printing for the Greater Good," which showcased the remarkable applications of 3D printing technology at New York University's LaGuardia Studio; and "Building Blocks of Innovation: A Multi-Technology Approach at Georgia Tech," which demonstrated how the integration of automation, data services, and artificial intelligence transformed institutional operations. These sessions, while

<footnote n="116">¹¹⁶ https://www.wwt.com/category/ai-and-data/overview</footnote>

<footnote n="117">¹¹⁷ https://www.hita.ai/</footnote>

<footnote n="118">¹¹⁸ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/virtual-international-education-for-a-new-society-with-ai</footnote>
diverse in their focus, shared a common thread of forward-thinking strategies and practical applications, providing invaluable insights for leveraging technology to drive progress and innovation across higher education.

The first session is close to the author's heart as a member of the Apereo Foundation Board of Directors of the Apereo Foundation<fnref n="119" />.

## Open Source In Higher Education: A Community Report<fnref n="120" />

The presentation *Open Source In Higher Education: A Community Report*, delivered by Patrick Masson, Executive Director of the Apereo Foundation, provided an extensive examination of the current state, challenges, and opportunities of open-source software (OSS) in higher education. The session drew from a collaborative community report that investigated the prevalence, perceptions, and institutional engagement with OSS, offering a comprehensive analysis of its role within academic institutions.

Masson began by contextualizing the importance of OSS, highlighting its near-universal adoption across industries. Recent studies indicate that 90% of IT leaders use enterprise OSS, and nearly all edtech software contains OSS components. Despite its prevalence, higher education institutions often lag in effectively managing open-source portfolios or understanding their full potential. The report aimed to address this gap by examining four critical dimensions: the current context and perceptions of OSS among IT leaders, its prevalence in academic enterprises, the extent of OSS development within institutions, and the essential IT skills required to support OSS.

A key finding of the report revealed that while OSS adoption is widespread—approximately 89% of .edu domains utilize OSS—the strategic integration and governance of these tools remain inconsistent. Many institutions lack formal IT strategies for deploying or developing OSS, leading to missed opportunities for innovation and cost savings. Masson emphasized the need for clearer frameworks to assess and manage OSS sustainability, including the cultivation of internal expertise and the alignment of OSS initiatives with institutional priorities.

The session also explored how OSS supports open science and research, with universities contributing significantly to OSS development. For instance, the University of California system alone has over 30,000 public repositories on GitHub. These contributions highlight the dual role of higher education as both a consumer and producer of OSS, underscoring its potential to drive innovation in research and teaching. However, Masson noted that these contributions often lack visibility and quantifiable metrics to demonstrate their value to institutional leadership.

Masson addressed critical challenges in the OSS ecosystem, including regulatory compliance, security risks, and the sustainability of projects. He pointed to increasing regulations such as the Software Bill of Materials (SBOM) requirements and the European Union's Cyber Resilience Act, which demand greater transparency in software composition and usage. Institutions must be proactive in adapting to these changes to ensure compliance and mitigate risks.

The session underscored the growing demand for OSS-related skills among IT professionals. Survey data showed that 93% of hiring managers find it increasingly difficult to recruit open-source talent. Masson urged institutions to prioritize the development of academic programs that teach OSS skills, not only to support their internal operations but also to prepare students for the workforce. This aligns with broader trends in workforce development, as OSS skills are becoming critical across industries.

Masson concluded with a call for collaboration within the higher education community to enhance the visibility and governance of OSS initiatives. The Apereo Foundation, in partnership with EDUCAUSE, aims to foster a culture of openness and innovation by providing resources, facilitating discussions, and promoting best practices for OSS adoption and management.

## Scam School: They Learn to Scam, You Learn to Avoid It<fnref n="121" />

<footnote n="119">¹¹⁹ https://www.apereo.org/about/board-directors</footnote>

<footnote n="120">¹²⁰ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/open-source-in-higher-education-a-community-report</footnote>

<footnote n="121">¹²¹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/scam-school-they-learn-to-scam-you-learn-to-avoid-it</footnote>
The poster *Scam School: They Learn to Scam, You Learn to Avoid It*, presented by Krista Moats, Manager of IT Marketing and Communications at the University of Notre Dame, showcased an innovative approach to raising cybersecurity awareness among students and staff. The project, developed by Notre Dame's Office of Information Technology (OIT), featured a series of six short mockumentary-style videos designed to educate the campus community on identifying and avoiding common cyber scams<fnref n="122" />.

The videos, created in observance of National Cybersecurity Awareness Month in October 2023, addressed various types of scams, including job scams, multi-factor authentication (MFA) fatigue attacks, fake receipts, impersonation schemes, unreal extortion, and phony tech support. By using humor and an engaging narrative style, the series portrayed scammers attempting to execute fraudulent schemes but failing due to identifiable flaws. This approach effectively blended entertainment with education, making the content more relatable and memorable for viewers.

The campaign was supported by a comprehensive marketing strategy. The videos were hosted on the Scam School website, which featured a central landing page and subpages providing detailed information about each scam type. Promotional efforts included social media ads on platforms such as Snapchat, Instagram, and Facebook, along with email newsletters, digital signs, and printed materials distributed across campus. The project also leveraged in-person events to maximize engagement and foster discussions about cybersecurity practices.

The results of the campaign demonstrated its impact. Over the course of the initiative, the Scam School website received 5,594 visits, and the videos achieved a total of 14,000 plays with 1,237 views tracked on YouTube. Advertising efforts on social media reached tens of thousands of accounts, with the Snapchat campaign alone achieving 47,783 impressions. The Instagram campaign's boosted reels garnered notable engagement, highlighting the effectiveness of multi-platform strategies in reaching diverse audiences.

The educational value of the project was underscored by its focus on practical tips and real-world scenarios. For example, the MFA fatigue video showed viewers how to respond safely when repeatedly prompted for authentication, while the impersonation and fake receipt videos provided actionable advice on recognizing fraudulent communications. These resources aimed to build digital literacy among participants, empowering them to navigate cybersecurity threats confidently.

One of the unique aspects of the campaign was its accessibility and inclusivity. While primarily targeted at students and staff, the materials were also shared with the local community, expanding their reach and emphasizing Notre Dame's commitment to fostering broader awareness of cybersecurity issues. The campaign was entirely developed and executed by OIT staff, showcasing the institution's internal capabilities and creativity in addressing pressing IT challenges.

## You Dream It, We Print It: 3D Printing for the Greater Good. Hearts, Robots, Shark's Teeth, and More<fnref n="123" />

The presentation entitled *You Dream It, We Print It: 3D Printing for the Greater Good. Hearts, Robots, Shark's Teeth, and More*, delivered by Jennifer Sparrow, Shelly J. Smith, and Andrew Buckland from New York University (NYU), highlighted the transformative impact of 3D printing through the university's LaGuardia Studio (LGS). Established as a comprehensive facility for additive manufacturing (AM) and related technologies, LGS supports diverse disciplines in teaching, research, and clinical practice by offering advanced 3D printing, scanning, and immersive services.

The mission of LGS is rooted in providing equitable access to cutting-edge technologies for all academic disciplines. The studio has become a vital resource for NYU students, faculty, researchers, and staff, enabling them to incorporate 3D printing into projects that range from academic exploration to high-stakes clinical applications. With over 19 years of operation, LGS supports approximately 4,000 clients annually, including 650 researchers and faculty members, and facilitates the production of more than 12,000 printed parts per year.

The presenters shared numerous impactful case studies demonstrating the studio's capabilities. In the medical field, LGS has collaborated with NYU Langone Health to produce 3D-printed heart models for surgical planning

<footnote n="122">¹²² https://oit.nd.edu/initiatives/scam-school/</footnote>

<footnote n="123">¹²³ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/you-dream-it-we-print-it3d-printing-for-the-greater-good-hearts-robots-sharks-teeth-and-more</footnote>
and stroke detection units, as well as surgical guides for knee replacement procedures currently in human trials for FDA approval. These innovations underscore the studio's role in advancing healthcare technologies and improving patient outcomes. Additionally, the studio contributed to groundbreaking face transplant surgeries by producing donor masks and surgical components, showcasing the seamless integration of art, technology, and medicine.

LGS's contributions also extend to the sciences, arts, and engineering. Examples include the development of robotic biomedical sensors, wearable medical devices, and artificial dura for animal surgeries. The anthropology department leveraged 3D printing to replicate fossils and artifacts for research, while the chemistry department created custom quantum microscopes to study atomic movements within solid substrates. These diverse projects reflect the studio's adaptability and the breadth of its impact across academic fields.

The operational strategy of LGS is underpinned by a robust service portfolio and advanced technical infrastructure. The studio offers a wide range of material types, including thermoplastics, photopolymers, and metals, supported by state-of-the-art 3D printer technologies such as PolyJet, Multi Jet Fusion (MJF), Stereolithography (SLA), and Direct Metal Laser Sintering (DMLS). The presenters highlighted the importance of ongoing maintenance and staff expertise in ensuring the consistent delivery of high-quality services. With a dedicated team of six full-time employees and four student assistants, LGS maintains an impressive operational uptime of over 21,000 hours annually for 3D printing.

The presentation also addressed the evolution of LGS and its commitment to fostering innovation. The studio's growth trajectory has included the addition of new facilities, equipment, and services, reflecting its responsiveness to the changing needs of the university community. The presenters emphasized the importance of stakeholder engagement in shaping the studio's offerings, noting that regular consultations with faculty and researchers ensure alignment with institutional priorities.

The session concluded with insights into the strategic vision for LGS. The presenters outlined plans to expand the studio's impact by integrating emerging technologies such as artificial intelligence and advanced modeling software. They also discussed the potential for partnerships with external organizations to scale the studio's capabilities and contribute to broader societal challenges.

## Building Blocks of Innovation: A Multi-Technology Approach at Georgia Tech<fnref n="124" />

The poster *Building Blocks of Innovation: A Multi-Technology Approach at Georgia Tech*, presented by Katie Crawford, Executive Director of Enterprise Applications and Data Services, and Brent O'Guin, Technology Strategist and Architect, highlighted a transformative initiative aimed at improving administrative efficiency and decision-making across the institution. By integrating diverse technologies, Georgia Tech has optimized operations, achieving over $1 million in savings and reducing manual processes by 30%.

The presenters detailed the strategic collaboration between Georgia Tech's technology teams and various business units to develop dynamic, tailored solutions using a robust toolkit. This toolkit encompasses business process automation (BPA), robotic process automation (RPA), data services, and augmented intelligence (AI). Each component plays a distinct role in creating an efficient and proactive environment for operational success.

BPA initiatives involved digitizing traditional, paper-based processes into streamlined, digital workflows. This transformation has enabled faster and more reliable task completion, document management, and form processing. RPA, another cornerstone of the project, focused on automating repetitive tasks such as data extraction, entry, and transaction processing, which were traditionally handled manually. The implementation of these "robots" not only reduced human effort but also minimized errors and improved overall accuracy in operational workflows.

AI was a critical component in enhancing the decision-making capabilities of Georgia Tech's systems. Predictive analytics and generative AI tools allowed for the development of intelligent productivity assistants and chatbots, facilitating more responsive communication and improved user experiences. The integration of AI technologies also enabled the institution to harness data-driven insights through advanced reporting and dashboards, enhancing the governance and utility of institutional data.

<footnote n="124">¹²⁴ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/building-blocks-of-innovation-a-multitechnology-approach-at-georgia-tech</footnote>
One of the session's highlights was the discussion of specific case studies demonstrating the practical application of these technologies. For example, the presenters described a project involving the automation of student financial aid processing. By digitizing and automating workflows, the institution reduced the turnaround time for applications, improved compliance with regulatory standards, and freed up staff to focus on more strategic initiatives. Similarly, in facilities management, automated systems were introduced to streamline inventory tracking and work order management, yielding significant efficiency gains.

The presenters emphasized that the initiative's success stemmed from a culture of collaboration and continuous improvement. The technology teams worked closely with business units to identify pain points and develop solutions aligned with institutional goals. Regular feedback loops allowed for iterative improvements, ensuring that the technologies remained responsive to changing needs and priorities.

Interactive elements of the poster encouraged attendees to engage with the tools and strategies presented. Participants explored real-time demonstrations of workflows and automation tools, gaining actionable insights into how similar approaches could be implemented in their own institutions. The presenters also offered guidance on best practices for fostering a culture of innovation, such as prioritizing cross-departmental collaboration, investing in staff training, and maintaining a focus on measurable outcomes.

In conclusion, the "Building Blocks of Innovation" initiative at Georgia Tech serves as a model for leveraging multi-technology approaches to enhance institutional operations. By integrating BPA, RPA, data services, and AI, Georgia Tech has achieved significant efficiencies and cost savings while fostering a culture of innovation.
# Generative AI: Ethics, Accessibility and Inclusion

Nina Reignier-Tayar, PhD

Around fifty presentations (round tables, posters, breakout sessions, community of practice, sessions with vendors, etc.) took place over the course of the face-to-face conference. Overall, the same reservations and concerns about AI can be observed in American and French higher education. This article focuses on several angles relating to AI that were addressed during the conference.

## Ethical stance and framework

### Community of Practice EDUCAUSE/HP

Several universities have announced that they are setting up a Community of Practice to help them make progress on the GenAI issue. Several of these Communities of Practices have not been successful for various reasons: unclear order, how to set up the community and choose its members, vast subject, where to start....

One successful example is EDUCAUSE and HP. They have joined forces to organize a Community of Practices for leaders and practitioners who are innovating in their use of AI for teaching and learning. They have set themselves two objectives:

* To develop a framework for the mastery of AI that can be applied to the training of teachers, staff or students;

* To develop an ethical framework that can be used to guide campus policy and practice.

For this Community of Practices, the key to success is to respect the six following steps, illustrated in the diagram below:

1. Decide on the structure of the Community of Practices;

2. Outreach the potential participants;

3. Shape the sessions;

4. Hone in one collective goals;

5. Organize hand-on projects;

6. Gather feedback.

The second of these six steps involves raising awareness and identifying potential participants with high added-value. Stage 4 involves drawing up and clarifying the collective objectives, listing all the subjects to be deal with and prioritizing the most important ones, which will represent the CP deliverable. To do this, you need to take the institutional context into account and ask the right questions:

* What impact or potential benefits do you want to create through AI?

* What is your mission?

* Who are your students?

* Is your institution ready for AI?

* Strategy and alignment

* AI literacy

* Ethical frameworks

* Quality and availability of your data
* Do you offer ongoing training?

The last of the six steps, getting feedback, is often neglected in this type of exercise, but the challenge is not to get the wrong deliverable and to get organized and constructive feedback to feed the discussions.

<figure><img src="image_89.png" /><figcaption>Setting up the Community of Practices: A Recipe for Success<fnref n="125" /></figcaption></figure>

## Examples of deliverables<fnref n="126" />

**GenAI literacy/mastery program:**

**Technical:** technical understanding of how AI works;

**Evaluative:** critically assessing the applications and results of AI tools, with a focus on developing robust tools for evaluating the impact of AI;

**Practical:** applying, integrating and managing AI tools effectively in teaching, research and administration;

**Ethical:** formulating and applying institutional strategies to guard against prejudice and the misuse or misapplication of AI technologies.

**Ethical guidelines:**

**Benevolence:** ensuring that AI is used for the benefit of all students and teachers;

**Justice:** promoting fairness in AI applications for all user groups;

**Respecting autonomy:** respecting the right of individuals to make informed decisions regarding interactions with AI;

**Transparency and explanation:** providing clear and understandable information on how GenAI works;

**Accountability and responsibility:** holding individual users responsible for the AI results they share;

**Data protection and privacy:** protecting personal information against unauthorized access and breaches;

**Non-discrimination and equity:** recognizing biases in AI results that could lead to discriminatory outcomes;

**Assessing the risks and benefits:** weighing up the potential impacts of AI technologies in order to balance the benefits against the risks.

<footnote n="125">¹²⁵ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/ai-ethics-and-literacy-insights-and-resources-from-the-EDUCAUSEhp-community-of-practice</footnote>

<footnote n="126">¹²⁶ https://www.EDUCAUSE.edu/content/2024/ai-literacy-in-teaching-and-learning/executive-summary</footnote>
# Exploring the potential of AI to improve accessibility and inclusion

In a world increasingly reliant on technology, the question arises: Can artificial intelligence (AI) improve accessibility for all our students?

This article looks at the transformative power through Generative AI (GenAI), and how AI, when guided by human insight, can become an essential ally in making our world more inclusive, ensuring equality of educational opportunity.

Technological advances with AI offer disabled people more equitable access to the same educational services and resources as non-disabled students.

Ironically, disabled students, who have the most to gain from GenAI's tools and resources, are often the most disadvantaged or least able to use them<fnref n="127" />.

What is even more worrying is that few people from the disabled community have been asked for their views on the development of these products. A 2023 survey of users of assistive technology found that less than 7% of disabled respondents felt their community was sufficiently represented in the development of AI products, although 87% would be willing to provide end-user feedback to developers<fnref n="128" />.

Many in higher education are understandably cautious about the use of AI. However, many products and services that promise greater equity and inclusion for people with disabilities are currently available or under development. Some of these products and services are described below. Although this list is not exhaustive, it includes capabilities that were thought impossible only a short time ago.

## Support for people with cognitive and physical disabilities

Goodwin University in Connecticut is experimenting with artificial intelligence products to help neurodivergent students. For example, the university recommends GitMind for assisted note-taking, mind mapping and brainstorming. Goodwin's approach to learning goes hand in hand with the Universal Design for Learning (UDL) way.

UDL<fnref n="129" /> is the design of lessons, programs and learning experiences with built-in accommodations and modifications. It helps teachers proactively adapt courses to their students. If courses are designed to be universally accessible, teachers do not need to make as many adjustments.

## Audio description generation

WPP<fnref n="130" />, a UK-based company, is working with Microsoft to develop advanced audio description tools based on GPT4. This technology generates enhanced audio descriptions of videos and images uploaded by users.

The company is also working with the RijksMuseum, the national museum of the Netherlands, to provide enhanced audio descriptions for its collection of almost one million works of art, opening the door to libraries with large special collections. This tool should be available shortly.

## Automated image descriptions

For screen readers to accurately decipher the content of images and diagrams, content authors need to add descriptions, labels or alternative text. With the advances in LLM, AI technologies can automatically generate these descriptions. Several tools that generate image descriptions are currently being developed and published.

For example, Arizona State University (ASU) recently launched a new AI image description utility that uses ChatGPT4 to analyze user-uploaded images and produce robust alternative text descriptions. The tool can also analyze and extract embedded text (i.e. text that is not machine-readable) from slides and images.

<footnote n="127">¹²⁷ https://medium.com/ai-first-design/ai-for-accessible-design-bbcf4dc57171</footnote>

<footnote n="128">¹²⁸ https://makeitfable.com/article/insights-ai-and-accessibility/</footnote>

<footnote n="129">¹²⁹ https://www.goodwin.edu/enews/artificial-intelligence-and-accessibility/</footnote>

<footnote n="130">¹³⁰ https://www.youtube.com/watch?v=ry3FznHZ4t8</footnote>
Cameron Cundiff, accessibility advocate and developer, has created an NVDA (Non-Visual Desktop Access) add-on that provides semantically rich image descriptions of any website, software product or desktop icon. This tool uses the vision capabilities of the Google Gemini API to analyze and generate robust image descriptions that can be read back via NVDA's speech synthesizer.

Users can download complex images and Astica.ai<fnref n="131" /> (via its VISION API technology) will automatically analyze and identify the elements and generate detailed alternative text descriptions.

Another example: MIT researchers have developed VisText<fnref n="132" /> to help people generate legends and descriptions for complex graphs and diagrams<fnref n="133" />.

## Supporting inclusive design

GPT Accessibility CoPilot, developed by Joe Devon, co-founder of Global Accessibility Awareness Day (GAAD) and chairman of the GAAD Foundation, is a tool that helps content developers and educational designers by analyzing the code structure of web pages and their content and comparing it with the WCAG 2.2 success criteria. If the code does not meet the criteria, Accessibility CoPilot provides suggestions for improvement.

Ask Microsoft Accessibility<fnref n="134" /> is a free tool that can be used by teachers and students to develop accessible course content. Users can enter a question such as 'How can I make Excel files more inclusive?' and the AI assistant provides several solutions in near real time. This product is in a preliminary version.

Procter & Gamble is using an AI-assisted QR Code technology called Navilens<fnref n="135" /> to help people who are blind or visually impaired. Navilens can be used to locate products among dense shelves and read the instructions for use or the list of ingredients. The technology is also available for sign-reading locations. Navilens can be downloaded and used free of charge, and the company is currently offering its proprietary codes to schools. The company has teamed up with Microsoft to offer greater autonomy to users of a specialized headset developed by ARxVision.12

## Assistance with coding and development

GitHub recently launched Copilot, a semi-automated code entry tool developed in collaboration with Microsoft and OpenAI. GitHub Copilot Chat is a complementary chat interface that can help programmers learn more about accessibility and improve the accessibility of their code<fnref n="136" />.

## Translation, subtitling, lip-reading and speech recognition

LLMs have made possible a variety of new translation, subtitling, lip-reading and speech recognition tools. For example, Microsoft Copilot+ PCs include live translation in almost every language. Previously, this technology was only available in certain productivity products, such as PowerPoint; it is now ready to be widely available in various Microsoft productivity products.

SRAVI (Speech Recognition App for the Voice Impaired) is an AI-based lip-reading application developed by Fabian Campbell-West, co-founder and CTO of Liopa, a software development company in Belfast, Ireland. SRAVI was originally developed to help patients in intensive care units who have lost the ability to speak to communicate more effectively with their families and healthcare providers. Liopa is a spin-out from Queen's University Belfast and its Centre for Safety Technology. Although the company was wound up earlier this year, the SRAVI application is still available to download<fnref n="137" />.

AVA is a mobile application that enables people who are deaf or hard of hearing to take part in group conversations in English, Dutch, French, German, Italian or Spanish. The application offers limited conversational support for twenty spoken languages. People engaged in a conversation can open Ava on their phone, then

<footnote n="131">¹³¹ https://astica.ai/</footnote>

<footnote n="132">¹³² https://vis.csail.mit.edu/vistext/</footnote>

<footnote n="133">¹³³ https://vis.mit.edu/pubs/vistext.pdf</footnote>

<footnote n="134">¹³⁴ https://askma.microsoft.com/</footnote>

<footnote n="135">¹³⁵ https://www.navilens.com/accessibleqrcode/</footnote>

<footnote n="136">¹³⁶ https://github.blog/developer-skills/github/prompting-github-copilot-chat-to-become-your-personal-ai-assistant-for-accessibility/</footnote>

<footnote n="137">¹³⁷ https://www.irishnews.com/news/business/liquidator-appointed-to-belfast-lip-reading-technology-firm-liopa-WT4PUOU4VZBI3HSYDODEC3AOPU/</footnote>
speak while the application listens. Ava converts spoken words into text in near real time, rendering each speaker's words in a different color to help those who need to read to follow the conversation.
# Governing change: Strategies for sustainable leadership

Emmanuelle Vivier

EDUCAUSE offers a variety of Community Groups and Working Groups for higher education professionals wishing to collaborate, share knowledge, and develop resources on specific topics. The CIO Group is a community dedicated to those responsible for information technology in higher education. The group focuses on challenges, strategies and solutions relating to technology infrastructure management, digital transformation, and strategic leadership.

On the first day of the conference, the group featured a presentation by Deloitte Consulting on trends in higher education in 2024, following a meeting of college and university presidents held in December 2023 at Deloitte University (Westlake, Texas).

The context of higher education in the United States is changing rapidly, and 2023 was a tumultuous year. The Deloitte presentation highlights several noteworthy elements that will be addressed in the various presentations and posters featured under the "Leadership" theme, or that will illustrate the topics discussed.

The Supreme Court has ruled that considering race in university admissions is unconstitutional for institutions receiving federal funds. Widespread protests across university campuses in response to the Israel-Hamas conflict have placed universities in the national spotlight. The arrival of generative artificial intelligence also poses both challenges and opportunities for many institutions, most of which are currently unprepared.

The higher education sector has been facing financial and demographic challenges for over a decade, with high school enrollments expected to peak as early as 2025.

Increased political attention and an erosion of trust in higher education institutions are likely to further accelerate the leadership crisis in the sector, as more and more presidents and chancellors consider stepping down while potential candidates hesitate to take on leadership roles.

Finally, the growing dependence of institutions on private partners is leading to renewed calls for transparency on costs and outcomes.

Given the convergence of factors affecting U.S. campuses and future needs, it is clear that the country is entering a new era for higher education, one that requires universities to fundamentally reorganize their structures and priorities

The sixty or so presentations on the theme of Leadership deal with topics related to this evolving context and have been grouped into six themes:

* Perspectives and Practices of Modern Leadership

* Inclusion, Diversity and Equity (ID&E)

* Learning Environments and Student Engagement

* Organizational Transformation

* Challenges and Opportunities in Higher Education

* Regulation and Safety.
# Perspectives and Practices of Modern Leadership

Many of the presentations and posters raised questions about the qualities required of a good manager, but first let us take a look at the leadership crisis affecting university and college presidents in particular.

## Who will be president? The accelerating leadership crisis in higher education / CIO Community Group Meeting<fnref n="138" />

The talent crisis in the executive ranks is amplified by the multiple complexities of the university president's role, from managing growing financial stress to divergent visions on diversity initiatives, while responding to criticism of "student returns on investment" and pressures to respond to various national and geopolitical incidents.

These factors could lead to a talent crisis in higher education leadership positions, prompting some presidents to resign and discouraging potential leaders from taking on these roles. The average tenure of university presidents continues to decline: between 2006 and 2022, it fell from 8.5 years to 5.9 years. A recent study by the American Council on Education indicates that 55% of presidents plan to leave their post within the next five years.

The shortage of available talent for leadership positions impacts virtually every aspect of academic institutions. Inadequate succession planning and a lack of leadership training further reduce the pool of potential candidates. In 2023, the American Council on Education reported that 59% of presidents were not actively preparing a successor for their position. Less than 30% of institutions surveyed had a plan for future presidential searches, and only 14% had a temporary succession plan in place.

The same report indicates that 54% of university presidents come from an academic background. However, relatively few candidates with an academic background are fully prepared to face the political storms that accompany today's university presidency. Conversely, external candidates who have developed their leadership skills in business, politics or government may be ill-prepared to navigate the complex environment of faculty governance and accreditation.

<caption>More than half of sitting college presidents plan to step down from their current position in the next five years</caption>

*Anticipated time frame of stepping down from current position, weighted 2022*

<figure><img src="image_90.png" /></figure>

Note: Totals may not add up to 100 percent due to rounding.

Source: American Council on Education, The American College President: 2023 edition, April 14, 2023.

**Deloitte.** | deloitte.com/us/en/insights/research-centers/center-for-government-insights.html

<footnote n="138">¹³⁸ Cole Clark, managing director for Higher Education, and Megan Cluver, principal, both of Deloitte Consulting: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/cio-community-group-meeting</footnote>
Leadership matters<fnref n="139" />

In an ever-changing world, leadership is a key skill for guiding teams and maximizing their potential. Much more than simply managing resources, leadership is based on fundamental principles that combine the ability to inspire, transform and adapt to the needs of those you lead, while combining organizational performance with individual fulfillment.

* **Opportunity Leadership.** Good leadership relies on the ability to offer meaningful opportunities, allowing team members to try out new experiences to gain confidence while developing key skills, including leadership. Taking ownership of specific projects helps to build personal and professional pride. These opportunities can take the form of roles such as chairing committees, managing special projects or participating in professional development programs.

* **Leading yourself.** To excel in leading others, it is essential to master the art of leading yourself. This includes the use of personal rituals such as reflection or meditation, which help to stay centered and grounded. Investing in your own development, through training or by working with mentors, is a fundamental pillar of this approach. Asking introspective questions, such as "Am I in the right role?" or "How can I better support my boss or my team?", also encourages better self-assessment.

* **The "Four Good Decisions".** Effective management is all about making the right decisions in terms of human resources and organization. It is about making sure that the right person does the right job, at the right time, in the right role. This approach requires a clear and shared understanding of responsibilities, both for the manager and their team, which contributes to the harmonious execution of objectives.

* **Perspectives and Openness.** Providing constructive perspectives in real time is an invaluable asset in helping others see what they cannot always see for themselves. This support, combined with a proactive approach to removing obstacles, facilitates the progress of employees and teams, while enhancing their effectiveness.

* **The Shockwaves of IT Projects.** When managing technology projects, each application or initiative has multiple repercussions: compatibility, integration with the information system, security, training and supplier relationship management. It is crucial to anticipate these cascading effects, often referred to as "ripple effects", to ensure overall project success and minimize unexpected risks.

* **Alignment through Mental Models.** Clear, aligned leadership often relies on the use of effective mental models, such as mantras or simple visuals. These tools help reinforce desired values and behaviors while keeping the team aligned with the organization's strategic objectives.

* **Change your mindset.** A change of perspective is sometimes necessary to avoid being perceived as "the department of no. Adopting a user-centric approach, and putting users' needs at the heart of priorities, helps to avoid management focused solely on internal processes."

* **Purpose and Impact.** Connecting day-to-day efforts to the end users, such as students in the educational context, gives deep meaning to the work accomplished. The underlying vision must be to be recognized as a strategic and innovative partner, contributing to an exceptional educational experience.

* **Personal reflection.** Finally, regular introspection ensures alignment between actions and professional goals. Some essential questions to ask yourself include: "What opportunities have I offered?", "Am I aligned with my goals?", "How am I facilitating the success of others?" and "How do I connect my work to the needs of those I serve?".

Leadership is not just about managing technology; it is also about guiding people to maximize their potential.

Key recommendations:

* Offer opportunities: Encourage team members to step out of their comfort zone and grow.

* Rethinking IT culture: moving from an "us-centric" to a "user-centric" approach.

* Invest alignment: Use simple strategies to keep teams focused strategic objectives.

<footnote n="139">¹³⁹ David Weill, Vice-President IT & Analytics, Ithaca College: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/leadership-matters-and-other-lessons-i-learned-along-the-way</footnote>
The CREATIVE Leader (Curious, Resilient, Empathetic, Authentic, Thoughtful, Inclusive, Vulnerable, Emotionally intelligent): a visionary approach / *The importance of Creative Leadership*<fnref n="140" />

This type of leader inspires their team to solve complex problems in a constantly changing world. They foster collaboration, break down organizational silos and stimulate risk-taking in inclusive, empathetic environments. These leaders cultivate qualities such as curiosity, resilience and emotional intelligence to reinforce a culture of creativity organizational<fnref n="141" />.

Authentic Leadership: Integrity and Transformation / Leading Wholeheartedly: the Need for Authentic Leadership (poster)<fnref n="142" />

In the face of today's technological challenges, authentic leadership plays a key role in creating trust and encouraging innovation. Essential practices include:

* Developing self-awareness and emotional intelligence.

* Promoting transparency and empathy for greater inclusion.

* Mentoring and professional growth opportunities.

The well-being wheel is a tool designed to help leaders assess their own well-being and that of their colleagues.

WELLNESS WHEEL ACTIVITY – HEALTH IS WELLTH

<figure><img src="image_91.png" /></figure>

Instructions

The eight sections in the wheel represent your life. Rank your level of satisfaction with each area out of 10. 1 means you are struggling and feel unfulfilled in that area. 10 means you're satisfied with that area and don't think it needs much improvement. Go with your gut on this one. Color the number of spaces on the wheel that match your ranking, starting from the inside and working out. Once you're done, you should see which areas need improvement and which ones you feel satisfied with.

What score did you give each area?

* Physical Wellbeing ___

* Mental Wellbeing ___

* Social Wellbeing ___

* Recreation ___

* Finances ___

* Career ___

* Spirituality ___

* Home/Environment ___

Which areas do you want to focus on improving right now? Why?

Research into the specific ways in which individuals naturally perceive, conceptualize and react to situations has led to the discovery of four fundamental behavioral styles. Leaders can discover their own style, and that of the people they work with, using DISC (personality assessment tool: Dominant, Influential, Stable, Cautious).

Instructions for filling in the grid: From left to right on each line, award 4 points to the feature that matches you most, 3 points to the one that comes next, then 2 points, and finally 1 point to the feature that matches you least.

<footnote n="140">¹⁴⁰ North Carolina State University</footnote>

<footnote n="141">¹⁴¹ https://go.ncsu.edu/creativeleaders: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/the-importance-of-creative-leadership</footnote>

<footnote n="142">¹⁴² West Chester University: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/leading-wholeheartedly-the-need-for-authentic-leadership</footnote>
<table><thead><tr><th>Dominant</th><th>Influential</th><th>Stable</th><th>Cautious</th></tr></thead><tbody><tr><td>Self-Certain</td><td>Optimistic</td><td>Deliberate</td><td>Restrained</td></tr><tr><td>Directing</td><td>Influencing</td><td>Steady</td><td>Cautious</td></tr><tr><td>Adventurous</td><td>Enthusiastic</td><td>Predictable</td><td>Logical</td></tr><tr><td>Decisive</td><td>Open</td><td>Patient</td><td>Analytical</td></tr><tr><td>Daring</td><td>Impulsive</td><td>Stabilizing</td><td>Precise</td></tr><tr><td>Restless</td><td>Emotional</td><td>Protective</td><td>Doubting</td></tr><tr><td>Competitive</td><td>Persuading</td><td>Accommodating</td><td>Curious</td></tr><tr><td>Assertive</td><td>Diplomatic</td><td>Modest</td><td>Tactful</td></tr><tr><td>Experimenting</td><td>Charming</td><td>Easy-Going</td><td>Consistent</td></tr><tr><td>Forceful</td><td>Sensitive</td><td>Sincere</td><td>Perfectionist</td></tr><tr><td>TOTAL</td><td>TOTAL</td><td>TOTAL</td><td>TOTAL</td></tr></tbody></table>

Add up the points in each of the four columns. Indicate the number for each column on the line TOTAL. The column with the highest number of points represents your dominant style (Dominant, Influential, Stable, Cautious).
Summary of styles and approaches

<table><thead><tr><td>Aspect</td><td>Dominance</td><td>Influencing</td><td>Steadiness</td><td>Cautious</td></tr></thead><tbody><tr><td>Value to Team</td><td>Takes initiative</td><td>Serves as a contact to people</td><td>Performs specialized follow-through</td><td>Concentrates on details</td></tr><tr><td>Major Strength</td><td>Strength of purpose; goal-oriented, gets things done</td><td>Enthusiasm; gets people motivated and involved</td><td>Good people skills; good team player or leader</td><td>Thoroughness, accuracy in analyzing all the data</td></tr><tr><td>Major Weakness</td><td>Can be insensitive to feelings of others</td><td>Impulsiveness; may not focus attention on details/facts</td><td>May sacrifice results for harmony; reluctant to initiate</td><td>Overly cautious; can be too thorough and lose sight of time</td></tr><tr><td>Motivated By</td><td>Results, challenge, actions</td><td>Recognition, approval, visibility</td><td>Relationships, appreciation</td><td>Being right, quality</td></tr><tr><td>Time management</td><td>Focus : now, efficient uses of time... likes to get to the point</td><td>Focus : future, tends to rush to the next exciting thing</td><td>Focus : present, spends time in personal interaction sometimes to the detriment of the task</td><td>Focus : past, works more slowly to ensure accuracy</td></tr><tr><td>Communication</td><td>One-way... not as good as listening, better at communicating</td><td>Enthusiastic, stimulating, often one-way, can inspire others</td><td>Two-way flow, a good listener</td><td>Good listener, especially in relation to the task</td></tr><tr><td>Decision making</td><td>Impulsive, always makes decisions with goal in mind</td><td>Intuitive, quick, lots of wins and losses</td><td>Relational, makes decisions more slowly, due to input from others</td><td>Reluctant, thorough, needs lots of evidence</td></tr><tr><td>Behavior under pressure</td><td>Autocratic</td><td>Attacks</td><td>Accomodates</td><td>Avoid conflict</td></tr></tbody></table>

Adapted from: DISC Model by William Moulton Marston

Remote Leadership : Opportunities and challenges / Navigating remote leadership (poster)<fnref n="143" />

Managing remote teams requires innovative strategies, such as :

* Efficient communication via technological tools adapted to each type of communication: Teams for instant messaging and file sharing, Zoom for videoconferencing, mail for formal communication and documentation, Monday.com for project management.

* Embracing creativity and adaptability to turn the challenges of remote working into opportunities. The poster highlights concrete solutions for maintaining collective performance in hybrid or fully remote work environments.

Psychological Safety: Key to Team building. Psychological safety is recognized as a cornerstone of transforming a group of individuals into a high-performing team. To achieve this, leaders must cultivate environments where every team member feels valued and empowered to share their ideas openly, without fear of judgment or reprisal.

<footnote n="143">¹⁴³ Old Dominion University, Norfolk: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/navigating-remote-leadership-the-ups-downs-and-sideways</footnote>
**Continuous Learning:** Lessons from the Higher Education Sector. The experience of leaders who have navigated between academia and industry highlights transferable practices, such as :

* The benefits and limitations of academic systems.

* Learning about innovative methods adopted outside higher education.

These courses offer insights into the evolution of the skills needed for leadership in this sector.

**IT Leadership:** Driving Change on Campus. The role of IT leaders has intensified in areas such as digital transformation and cybersecurity. They now play a strategic role in managing change and supporting students and teachers.

This theme highlights a diversity of perspectives and approaches to strengthening leadership in a variety of contexts, from organizational creativity to digital transformation.

## Diversity, Equity and Inclusion (DEI)

*Promoting change: Integrating more women into leadership roles / *The women's leadership journey (poster)*<sup>144</sup>

The figures speak for themselves: women are still under-represented in management positions, particularly in the technology sectors (only 14% of positions). The aim is to increase their presence to diversify strategic decision-making.

Often overqualified, they frequently begin their careers in roles that underutilize their skills. A mentor can play a crucial role in helping them embrace new challenges, as they often face self-imposed barriers before stepping into leadership positions. Despite their hard work, they sometimes struggle to gain recognition. Ultimately, their career aspiration is to become mentors themselves, guiding others along their own journeys.

<figure><img src="image_92.png" /></figure>

<figure><img src="image_93.png" /></figure>

<figure><img src="image_94.png" /></figure>

<figure><img src="image_95.png" /></figure>

As in previous EDUCAUSE sessions, mentoring continues to be a regularly discussed topic, and represents a particularly effective factor for inclusion. The presentation summarizes the key success factors of a voluntary and successful mentoring approach.

<footnote n="144">144 Jenzabar: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/the-only-woman-in-the-room</footnote>
Intentional mentoring is a structured and thoughtful approach to guiding individuals in their personal and professional development. The benefits are the development of key competencies in mentees, improved talent retention and the creation of a culture of leadership and organizational commitment.

Mentoring is a strategic tool for strengthening talent retention, improving integration of new employees and meeting organizational skills needs. To ensure its effectiveness, it is essential to follow a structured approach and clarify the roles of the players involved.

How to develop a Mentoring program with the following main objectives :

<figure><img src="image_96.png" /></figure>

*   **Program development.** The first step is to build a solid business case, demonstrating the potential positive impact on employee performance and satisfaction. Once this foundation has been laid, it is time to design the program structure, defining a suitable schedule and effective exchange between mentors and mentees. Finally, the measurement of effectiveness relies on evaluation tools such as Kirkpatrick's four-level model<fnref n="146" />, to identify successes and areas for improvement.

*   **The Key Roles of the Mentor.** A mentor plays a fundamental role in the professional and personal development of their mentee. In terms of career support, the mentor acts as a coach, offering practical advice on professional skills. They also act as a sponsor, by facilitating career advancement; an investor, by creating opportunities for growth; and a networker, by establishing strategic connections. On a psychosocial level, the mentor acts as a role model by exemplifying valued norms and behaviors. They offer active support by validating their mentee's skills, and act as a confidant, providing attentive listening and personalized advice. Finally, as an ally, they are committed to providing ongoing support.

*   **Key steps to successful mentoring.** There are several steps to a successful mentoring relationship. First, it is essential for the mentor to prepare by clarifying objectives and establishing a clear framework. A trusting relationship must then be built through a discussion of expectations, objectives and modes of communication. To define a clear direction, the use of SMART objectives (specific, measurable, achievable, relevant, time-bound) is recommended. The mentor must also diversify their approaches, encouraging the mentee to step out of their comfort zone while offering appropriate support. Finally, regular reviews help consolidate learning and ensure progress.

*   **Formal and informal mentoring.** Two distinct approaches can be adopted: informal mentoring and formal mentoring. Informal mentoring is more flexible, based on personal relationships, but often lacks structure. Formal mentoring, on the other hand, is based on clear objectives and measurable results, offering a more systematic approach.

*   **Creating a Safe Environment.** For mentoring to be effective, the mentee must evolve in an environment that is safe and conducive learning. This means providing emotional security through predictability and trust, respecting their autonomy by allowing them freedom of decision, ensuring fairness through total transparency and mutual respect, and fostering sense of belonging by recognizing their value and including them fully.

*   **Tools and resources.** Use of appropriate tools enhances the effectiveness of mentoring. Templates such as agendas, development plans or progress charts can structure sessions. Digital resources, such as artificial intelligence solutions, can also be mobilized to personalize materials. Finally, regular evaluation of results will allow mentors to adjust strategies and optimize the benefits of the program.

<footnote n="145">¹⁴⁵ Jay James, CISSP, PMP: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/intentional-mentorship-a-powerful-leadership-tool-in-higher-ed-tech</footnote>

<footnote n="146">¹⁴⁶ https://www.kirkpatrickpartners.com/the-kirkpatrick-model/</footnote>
This presentation highlights the importance of intentional mentoring as a leadership tool in higher education and technology. It aims to guide leaders in setting up structured mentoring programs tailored to organizational needs.

Key recommendations :

• Carefully prepare each mentoring relationship by setting clear expectations.

* Adopt a flexible yet structured approach to maximize impact on the mentee and the organization.

* Measure program effectiveness to ensure their success of mentoring programs and adapt them over time.

Diversifying leadership: Rethinking recruitment

There has been a concerted effort to integrate inclusive and equitable practices into the recruitment process, particularly in the IT sector. Strategies include transparency, trust and collaboration to transform recruitment practices and value diverse talent. The aim is to ensure an inclusive professional environment from the earliest stages of recruitment. Berkeley Executive Search at the University of California offers a detailed framework détaillé<fnref n="147" />.

Develop inclusive job descriptions and a recruitment strategy :

* Advise hiring managers to consider transferable skills and non-traditional career paths, encouraging flexibility in the assessment of qualifications.

* Abolish rigid degree requirements and give priority to equivalent experience, focusing on skills, demonstrated progression and potential rather than the traditional length of positions held.

* Use inclusive language in job descriptions to avoid language that might discourage candidates from marginalized communities from applying.

* Replace specific experience requirements (e.g. "10 years' experience") with more flexible ranges or terms such as "in-depth experience", to promote inclusiveness and attract a wider range of candidates.

* Prioritize what is essential for success in the role, and be open to transferable skills from other functions or sectors.

Mobilize and align stakeholders :

* Promote diverse participation in the recruitment process to reduce implicit bias and ensure that multiple perspectives are taken into account in hiring decisions.

* Encourage alignment among stakeholders on key qualifications and openness to recruiting non- traditional candidates.

* Challenging biases about comparable organizations (e.g. public research universities) by encouraging stakeholders to focus on skills such as managing in decentralized environments or navigating resource constraints.

Candidate experience :

* Build genuine relationships with candidates by providing transparent information about the organization and the role, and "sell with honesty".

* Allow candidates to make their own decisions—do not assume someone wouldn't be interested due to reasons like, "our salary range is probably too low for them." Instead, present the opportunity and let them decide for themselves.

* Maintain consistent, clear communication throughout the process, ensuring that candidates feel supported and informed.

* Act as an advocate for the candidate experience, fostering a sense of belonging and providing constructive feedback to help them progress, whatever the outcome of the hire.

<footnote n="147">¹⁴⁷ Strategies for diversifying leadership : weaving DEIB into recruitment:
https://events.EDUCAUSE.edu/annual-conference/2024/agenda/strategies-for-diversifying-leadership-weaving-deib-into-recruitment</footnote>
* When possible, prepare/accompany the candidate through the various stages of the process. Interviewing is not the usual way a good worker operates; you can support fairness by offering coaching, whether candidates are used to this specific process or not.

Tips for candidates:

* Research the organization thoroughly and prepare thoughtful questions to show your commitment and interest.

* Use narratives in your interviews and documents to highlight how your skills and experience meet the needs of the position, particularly by emphasizing transferable skills. There are structured ways of presenting interview responses that help the committee (auditors) better understand the similarities and differences between your experience and theirs.

* Think of the interview process as a two-way conversation: evaluate the organization and its commitment to diversity, equity, inclusion and belonging (DEIB) as much as it evaluates you.

Managing bias in appraisals and interviews :

* Use diverse recruitment committees, well thought-out and aligned evaluation grids, and standardized tools to ensure fair and equitable evaluations.

* Regularly review the organization's acceptance of to non-traditional candidates to maintain alignment with objectives throughout the hiring process.

* Emphasize a holistic assessment of candidates, focusing on their demonstrated progress, growth potential and alignment with organizational values, rather than on traditional metrics such as years of experience, specific titles, particular technologies or specific types of organization.

By putting diversity, equity and inclusion at the heart of the recruitment process, every step becomes an opportunity to build a more innovative, collaborative organizational culture that reflects the richness of human perspectives.

Investing in young professionals

Universities have a tremendous talent pool at their fingertips, yet their graduates dream of working other sectors that may seem more attractive. There are many possible reasons for this: the work culture, uncompetitive salaries, the slow pace of change.

We also need to take into account the barriers that young professionals can face, as they often confronted with imposter syndrome or isolation. They often feel that their full potential is not being realized in the workplace, which increasingly leads to burnout. Retention challenges must be addressed.

Investing in their talent and potential can not only help support and retain young talent, but also create a positive organizational culture that prioritizes innovation and a commitment to excellence. EDUCAUSE President and CEO John O'Brien and EDUCAUSE Program Manager Sophie White join the Young Professionals Advisory Board leadership team to explore how we can INVEST in emerging talent by Including, Nurturing, Valuing, Empowering, Strengthening and Transforming them.
EDUCAUSE'S INVEST program<fnref n="148" /> promotes approaches aimed at including, nurturing, enhancing and empowering young professionals. It fosters a dynamic organizational culture, focused on excellence and the retention of emerging talent, through collaborative and strategic initiatives.

These initiatives demonstrate the importance adopting inclusive and innovative practices in the higher education and technology sectors. Investing in diversity, inclusion and talent development build, high-performance and resilient professional communities.

<figure><img src="image_97.png" /></figure>

## Learning Environments and Student Engagement<fnref n="149" />

### Students Engagement and Learning Spaces / Space Matters: Leading Change with Physical and Digital Learning Environments<fnref n="150" />

Deep learning: Active engagement of students in learning environments, whether physical or digital, is crucial to sustainable and meaningful educational progress. An in-depth analysis of the innovations and disruptions of the last 25 years provides a better understanding of how these transformations have helped to improve teaching practices and learning experiences.

By combining deep learning with hindsight on learning environments, it is possible to identify effective strategies in order to maximize the impact of new pedagogical approaches in a variety of contexts.

A retrospective on changes in learning environments reveals how the integration of digital and physical elements can enrich the educational experience, fostering deep and lasting learning.

This presentation discusses the importance of learning environments as vectors of change in universities, focusing on both physical and digital spaces. These spaces must be designed to promote active, inclusive and collaborative learning, while taking account disruptions such as pandemics and AI.

Key recommendations :

* Develop a strategic and inclusive vision for educational spaces.

* Design flexible, integrated spaces that meet the diverse needs of learners

* Use data to guide the management and optimization of educational infrastructures.

Learning environments, whether physical or digital, play a crucial role in shaping learners' expectations and behaviors. These spaces are more than just places to study; they also convey educational values that must be aligned with institutions' pedagogical objectives. Thoughtful design of these environments is essential to foster effective learning and engage students in enriching experiences.

The fundamental principles of learning space design are structured around several key areas. First and foremost, it is essential to meet academic challenges by providing appropriate infrastructures. This includes modern screens, ergonomic furniture and optimized acoustic solutions that encourage active interaction with educational content. Secondly, group learning must be facilitated with flexible, multi-purpose spaces that encourage collaboration between students. Furthermore, interactions between teachers and students can be enriched by accessible technologies and modular furniture, creating opportunities for more meaningful exchanges. Finally, spaces need to reflect the unique culture of each campus, while anticipating the future needs of learners and teachers.

Active learning, proven more effective in numerous studies, requires environments that foster engagement and collaboration. Practical examples include flexible rooms capable of adapting to various configurations, active

<footnote n="148">¹⁴⁸ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/why-you-should-invest-in-young-professionals</footnote>

<footnote n="149">¹⁴⁹ Beyond the following lines, the reader is invited to refer to the *Learning Environments* article in this report</footnote>

<footnote n="150">¹⁵⁰ Adam Finkelstein, McGill University: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/space-matters-leading-change-with-physical-and-digital-learning-environments</footnote>
laboratories that incorporate modern equipment, and increased use of digital technologies. These spaces support learner-centered pedagogies and stimulate active participation in educational processes.

Leadership is a key factor in initiating and managing these transformations. It is essential to adopt a collaborative vision and strategic planning that includes all stakeholders. Decisions must be based on sound educational principles, while taking diversity and inclusion into account. In addition, sustainable support, based on reliable data, is essential to ensure the longevity and effectiveness of the initiatives put in place.

Les Recent developments, most notably the COVID-19 pandemic, have accelerated the adoption of hybrid models such as HyFlex, which combines face-to-face and virtual learning. These approaches offer greater flexibility while increasing accessibility for a larger number learners. At the same time, the emergence of artificial intelligence (AI) education is opening up new perspectives for rethinking practices such as assessment, while posing ethical and organizational challenges.

Efficient management of learning spaces depends on an optimized use of data. Institutions need to analyze capacities, functionalities and costs to ensure an efficient allocation of resources. This transition involves moving from siloed systems to integrated, collaborative infrastructure management.

Best practice examples demonstrate the positive impact of innovation in space design. These include the creation of hybrid classrooms equipped for face-to-face and virtual learning, digital teaching laboratories for interactive experimentation, and collaborative spaces that support high-impact educational practices.

In conclusion, deep reflection on learning, supported by collaborative approaches and strategic planning, is essential to meet the evolving needs of learners and teachers in a world of constant transformation.

The future AI in higher education: disruptive innovation / CIO Community Group Meeting<fnref n="151" />

Artificial Intelligence has ushered in an era of upheaval that could rival the transformations brought about by the industrial revolution. Its impact could transform teaching methods, student learning experiences and administrative processes, redefining the traditional model of university education.

Higher education can adapt and use generative AI, as a complement to human judgment, across the entire academic enterprise, whether to shape curricula, transform core operations or perform administrative tasks more efficiently.

<footnote n="151">151 Cole Clark, managing director for Higher Education, and Megan Cluver, principal, both of Deloitte Consulting: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/cio-community-group-meeting</footnote>
Although most faculty, administrators, and trustees expect AI to impact higher education in the next five years, very few believe their institution is ready for this shift

<figure><img src="image_98.png" /></figure>

A massive amount of change

<figure><img src="image_99.png" /></figure>

Considerable change

<figure><img src="image_100.png" /></figure>

A moderate amount of change

How much will AI tools change your institution over the next five years?

All admin

<figure><img src="image_101.png" /></figure>

4 years

<figure><img src="image_102.png" /></figure>

2 years

All faculty

<figure><img src="image_103.png" /></figure>

4 years

<figure><img src="image_104.png" /></figure>

2 years

Trustees two year

<figure><img src="image_105.png" /></figure>

36%

<figure><img src="image_106.png" /></figure>

8%

<figure><img src="image_107.png" /></figure>

10%

38%

Respondents who agreed that their institution is prepared for AI-related changes

Source: Cengage and Bay View Analytics, 2023-2024 Digital Learning Pulse Survey, February 6, 2024.

**Deloitte.** | deloitte.com/us/en/insights/research-centers/center-for-government-insights.html

Leaders who are at the forefront of AI integration consider the impacts from three distinct angles :

* **Curriculum evolution**: As academic programs evolve, universities should consider how to prepare students to collaborate with AI, leveraging its strengths while critically assessing the relevance of its applications. This transition underscores the need for higher education to cultivate fundamental human skills, such as critical thinking, creative problem-solving and communication, which will be essential to complement the tasks performed by AI.

* **Improved core operations**: Integrating AI into core operations, such as teaching, learning and community service, will enable academic and administrative staff to strengthen their human interventions, offering students highly personalized and accessible assistance. AI will also enable the delivery of lessons and materials tailored to individual learning styles, responding to each student's unique needs and preferences.

* **Simplifying routine tasks**: By using AI to perform everyday tasks, institutions can reduce costs and increase efficiency. Rule-based and repetitive activities and processes are ideal for assistance from AI, enabling staff to devote more time to creative, specialized and personal tasks that positively impact the institution.

Effective governance will be crucial for the integration and management of generative AI. Robust governance structures are needed to ensure data integrity, guide AI development and deployment, and monitor risks.

Emphasis should be placed on the importance of ethical and transparent implementation.
# Organizational Transformation

## Two examples of organizational transformation

Several presentations dealt with significant reorganization issues, taking into account the impact on diversity, equity, inclusion and belonging (DEIB). Some universities combine central and distributed IT groups to better respond to strategic, cultural and political challenges.

The poster below from Miami University<fnref n="152" /> highlights the importance of a collaborative approach, well-managed digital transformation and the right leadership to meet the demands of the constantly evolving educational landscape. It highlights the importance of unifying IT efforts in higher education to build more successful, resilient and inclusive institutions. By combining solid strategic frameworks, collaborative leadership and people-centered approaches, it becomes possible to transform today's challenges into opportunities for the educational future.

<figure><img src="image_108.png" /></figure>

Another poster from New York University(NYU)<fnref n="153" /> also presents an alternative IT operational model. This model aims to improve collaboration between distributed IT units, align IT services with the university's strategic needs, and reinforce accountability in management.

IT services at NYU are historically distributed between schools and units, their size depending on resources and the scale of the parent unit.

Two existing collaborative structures:

* UCIO Council: Monthly meetings focused on operational and strategic issues.

* Torch Tech: Open discussion forum for solving problems and sharing resources.

Gaps:

* Lack of a centralized governance structure, leading to a proliferation of products and services.

* Lack of clarity on roles and responsibilities between centralized and local management.

* No clearly defined expectations for business units in their IT service management.

Key recommendations:

* Reinforce the integration of IT services to avoid fragmentation and efficiency.

* Establish clear governance to align IT initiatives with the university's strategic objectives.

* Guarantee the transparency and accountability of IT units in their management of technology services.

<footnote n="152">¹⁵² https://events.EDUCAUSE.edu/annual-conference/2024/agenda/unifying-it-combining-central-and-distributed-it-groups-into-one-organization</footnote>

<footnote n="153">¹⁵³ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/federated-it-aligning-it-service-providers-across-campus-through-an-it-operating-model-1</footnote>
NYU's federated IT operating model offers a structured approach to harmonizing IT efforts across the campus. By strengthening collaboration, accountability and consistency, this model improves the user experience while aligning IT initiatives with institutional priorities.

With different operational contexts, the two initiatives share a common vision of a more aligned, collaborative and strategically integrated IT within complex institutions.

## Change management / *Building an effective change management culture*<fnref n="154" />

Texas A&M University highlighted the application of Prosci methodology to orchestrate system-wide and campus-wide change. The Prosci methodology is a structured, human-centered approach to managing organizational change. It is based on the ADKAR model, which details the steps required to help people adopt and internalize change:

* Awareness: Recognizing the need for change.

* Desire: To want to participate in and support change.

* Knowledge: Knowing how to change.

* Ability: Implementing change.

* Reinforcement: Maintaining change over time.

The Prosci methodology is based on a structured approach to supporting organizations in their transformation processes. It is broken down into three key phases: preparation, management and reinforcement of change.

* **Preparing for change.** The first step is to define a clear change management strategy, tailored to the organization's specific needs. This includes a thorough assessment of the organization's capacity to absorb and integrate the planned transformations. It is also essential to identify key stakeholders and set measurable objectives, to ensure effective mobilization around the project.

* **Managing change.** Once the strategy has been defined, the change management phase focuses on developing specific plans to support employees in their transition. These plans include a communication plan, a training plan and a plan for managing potential resistance. These tools allow for the alignment of the actions required at each stage of the transformation, while guaranteeing constant support for the individuals impacted by the changes.

* **Reinforcing change.** The final phase aims to consolidate the achievements of the transformation. This involves evaluating the results achieved and the benefits generated as well as identifying and correcting any shortcomings. Finally, it is crucial to firmly embed new practices within the organizational culture to ensure their sustainability and long-term effectiveness.

Key points to remember:

* **Adaptation to the academic context:** Texas A&M University has demonstrated the flexibility of the Prosci methodology by adapting it to the specificities of higher education, while maintaining its fundamental principles.

* **Leadership at all levels:** Successful change requires the active, ongoing support of executives, middle managers and employees. The involvement of these different players is a decisive factor in overcoming obstacles and buy-in.

* **Ongoing communication:** Transparent, regular communication with all stakeholders is essential to minimize resistance and maintain positive momentum.

* **Training and skills development:** Investing in targeted training programs builds confidence and skills, equipping individuals to successfully navigate the challenges of change.

<footnote n="154">¹⁵⁴ Prosci, ATM: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/building-an-effective-change-management-culture</footnote>
Jisc is a UK not-for-profit organization specializing in technology and digital support for the UK's education and research sectors.

The framework it proposes has been adopted and recognized internationally, influencing digital strategies in countries such as France, Vietnam and Finland. It aims to:

* Provide a strategic vision to guide digital transformation in institutions.

* Facilitate dialogue and collaboration between stakeholders.

* Propose solutions adapted to the specific challenges faced by higher education establishments.

The Digital Transformation Framework aims to provide a methodological framework for universities to effectively navigate the challenges of the digital age. By assessing their level of digital maturity, institutions can identify areas for improvement and design action plans tailored to their strategic priorities. These initiatives must be concrete, measurable and aligned with institutional needs, while taking into account the evolving requirements of the educational landscape.

The success of this transformation hinges on a number of key elements. Strong digital leadership is essential to guide efforts and ensure consistent adoption of new technologies. Processes and systems must be seamlessly integrated to avoid inefficiencies or redundancies, while particular attention must be paid to the inclusion of all stakeholders. Furthermore, sustainability must be at the heart of decision-making, ensuring a balanced approach between innovation and responsible resource management.

Digital transformation is not an end goal, but an ongoing process requiring constant adaptation. Institutions need to align their digital initiatives with their strategic objectives, drawing on common frameworks such as Jisc. These models establish a shared language between stakeholders, and facilitate the planning of necessary improvements.

To maximize the impact of transformation and minimize risks, it is crucial that digital activities are integrated into the overall organizational strategy. Each initiative must demonstrate its contribution to corporate objectives. Transformation frameworks offer an effective means of identifying specific needs, enabling establishments to focus their efforts on the most relevant priorities. In addition, the commitment of stakeholders at all levels fosters the inter-institutional collaboration essential to success.

Decisions must be based on reliable data, allowing progress to be measured and strategies adjusted. Building digital skills is also a central pillar of transformation: training students and staff in the use of new technologies ensures successful adoption. In addition, institutions must remain open to opportunities for change at different scales, while maintaining a balance between their limited resources and their strategic priorities. Finally, it is essential to regularly review and update the digital strategy to meet emerging needs and incorporate the latest innovations.

Success stories demonstrate the effectiveness of this framework. The Universities of Manchester, Exeter and Greenwich, for example, have aligned their digital initiatives with their strategic priorities, resulting in improved processes, financial savings and stronger digital skills in their communities.

Networking and collaborative learning also play a fundamental role in this process. Action Learning Sets (ALS), collaborative groups between institutions, facilitate the sharing experience and ideas, thereby strengthening professional relationships and organizational trust. These interactions provide a space for developing innovative and sustainable solutions.

Jisc highlights the essential foundations for supporting universities in their digital transition, emphasizing the importance a strategic, inclusive and evolutionary approach.

<footnote n="155">¹⁵⁵ Liam Earney and Elizabeth Newall, JISC: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/navigating-digital-transformation-approaches-to-assessing-digital-maturity-in-higher-education</footnote>
Key recommendations :

* Integrate digital initiatives into overall corporate strategy.

* Use tools like the Jisc framework to guide digital transformations.

* Actively engage stakeholders to ensure successful adoption and impact.

## Challenges and Opportunities in Higher Education

The age of results: formulating a convincing proposal based on data / CIO Community Group Meeting<fnref n="156" />

**Public skepticism about the real value of higher education continues to rise, including among college graduates**

Two in five bachelor's
graduates regret their degree attainment

<figure><img src="image_109.png" /></figure>

Source: Strada Education Foundation, *Value beyond the degree: Alumni perspectives on how college experiences improve their lives*, November 16, 2022.

Colleges and universities, once seen as engines of social mobility, are increasingly seen as vehicles for maintaining inequality, reflecting a decline in public confidence and posing a challenge for university leaders: to amplify the value of higher education and better meet the needs and expectations of students, families, employers and public officials.

What can be done to improve this situation ?

* Identify indicators focused on results and appreciated by stakeholders.

* Work with state legislatures to improve cost transparency.

* Aligning educational offering of the needs of the job market.

* Communicate successes, impacts and return on investment (ROI).

As an example, the North Carolina General Assembly asked the University of North Carolina system to study the return on investment (ROI) of its educational offerings for its graduates. This study, published in November 2023, revealed that 94% of the system's undergraduate programs and 91% of its graduate generated programs generated a return on investment for students. Publicly accessible dashboards offered by the system present ROI for students and for institutions according to the program.

<footnote n="156">¹⁵⁶ Cole Clark, managing director for Higher Education, and Megan Cluver, principal, both of Deloitte Consulting: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/cio-community-group-meeting</footnote>
**Building strategic partnerships:** empowering CDOs and CIOs to foster a data-informed culture on campus. In the ever-changing landscape of higher education, the roles of Chief Data Officers (CDOs) and Chief Information Officers (CIOs) have become essential to foster institutional resilience and promote a data-informed culture. This means forging strategic partnerships between CDOs and CIOs to break down functional silos, and leveraging data governance to improve decision-making and support student success in higher education.

In fact, this data is included in the first four questions of the EDUCAUSE Top 10, which aim to restore confidence in higher education<fnref n="157" />:

* The Data-Empowered Institution

* Administrative Simplification

* Smoothing the Student Journey

* A Matter of Trust.

At the academic heart: The growing influence and risks of public-private partnerships / CIO Community Group Meeting<fnref n="158" />

Public-private partnerships (PPPs) have revolutionized higher education, transforming the way institutions operate, innovate and create value. However, public-private partnerships also entail risks that require rigorous regulation and management, particularly when they affect the core mission of education.

These risks are mainly concentrated in three critical areas:

* **Financial implications.** Outsourcing or co-sourcing via PPPs can generate income and savings. However, these benefits are not always realized due to factors such as market fluctuations, cost variations, disadvantageous contractual terms or regulatory changes. Complex coordination between public and private entities can also lead to increased administrative costs, potentially offsetting anticipated savings. In addition, frequent changes in the leadership of higher education institutions can add an extra layer of complexity, bringing new priorities that may not align with existing contracts. These leadership transitions require a delicate balance between respecting existing commitments and orienting the organization towards new goals, a task that becomes even more complex when contracts affect day-to-day operations and strategic objectives.

* **Reputational risk.** If a public-private partnership fails to deliver a crucial service, it can cause major disruptions that affect students, teaching staff and institution as a whole. These disruptions can widely vary widely, from problems with e-learning platforms to malfunctions in campus services provided by the partners.

There is also a risk of regulatory non-compliance if the partnership does not comply with applicable laws and standards. Any deviation from these standards can have serious consequences, including legal sanctions and loss of reputation. An educational institution's reputation is one of its most valuable assets, and any loss of trust among students, faculty and the wider community can be detrimental to its future growth and success.

* **Quality education.** Any failure by a private provider involved in the delivery of academic programs can compromise the institution's accreditation status, resulting in reduced student enrolment and ineligibility for federal financial aid. Institutions must ensure that their public-private partnerships meet the standards set by their accrediting bodies.

<footnote n="157">¹⁵⁷ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/building-strategic-partnerships-empowering-the-cdo-and-cio-to-foster-data-culture-on-campus</footnote>

<footnote n="158">¹⁵⁸ Cole Clark, managing director for Higher Education, and Megan Cluver, principal, both of Deloitte Consulting: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/cio-community-group-meeting</footnote>
Control and Safety

Digital accessibility and compliance / Accessibility Passport: a Digital Accessibility Movement. Your Friends across the Pond need you !<fnref n="159" />

In 2024, the Department of Justice issued new regulations for Title II of the Americans with Disabilities Act (ADA) technological and digital accessibility. These new rules apply to all public institutions of higher education. Most institutions will have less than two years to comply with the new regulations. These rules apply all course content, websites and applications, mobile apps, etc. For some campuses, following these new rules might seem like a continuation of ongoing accessibility efforts, with increased compliance challenges. For many institutions, especially those that have not invested in an accessibility, the coming years will require an amplified focus and effort.

*   **Background and objectives.** The Accessibility Passport is an ambitious initiative designed to harmonize and simplify the creation of accessible digital experiences, while encouraging greater collaboration between players in the sector. Launched by accessibility experts, this initiative calls for a collective mobilization to improve digital accessibility and overcome remaining obstacles.

*   **Its main objectives are clear:** to reduce the costs associated with developing accessible experiences, to avoid duplication of effort, and to promote best practice in accessibility. In addition, it aims to strengthen global coordination, paying particular attention to the procurement process as a strategic starting point.

*   **Call to Action:** Towards a Common Contract. To make this vision a reality, the initiative proposes a standardized contract that sets out precise requirements for suppliers. Suppliers must guarantee strict compliance with WCAG (Web Content Accessibility Guidelines) standards and accessibility regulations. If full compliance is not immediately achievable, suppliers are required to provide a detailed roadmap specifying the steps needed to close the gaps.

*   **Accessibility applies to all aspects of services,** from public interfaces to internal team tools and administrative platforms. Suppliers bear the full cost of compliance, and there are penalties for non-compliance. In particular, any delay of more than 20 working days after notification will result in service credits being allocated to the institution concerned for each day of non-compliance.

*   **Collaboration proposal.** Several tools are available to encourage active participation by stakeholders. The standardized contract can be downloaded from the official website (makethingsaccessible.com/ap), and a dedicated mailing list is accessible<fnref n="160" />.

Roadmap: Identified priorities. The movement is based on a structured roadmap, highlighting key priorities:

*   Standardization of procurement guidelines and models to include accessibility from the earliest stages.

*   Improving accessibility assurances by integrating them into procurement frameworks and processes.

*   The development of self-assessment tools, in the form of practical kits, help institutions prioritize and assess their level of accessibility.

*   The creation of a collaborative network that encourages the sharing of resources and the development of partnerships.

*   Support for research and innovation, with a particular focus on assistive technologies and innovative methodologies.

*   The introduction of a compliance label to recognize and promote accessible organizations.

<footnote n="159">159 Gareth Davies, Senior Relationship Manager, Royal National Institute of Blind people (RNIB). David Goddard, Digital Student Experience Product Owner, University College London. Ben Watson, Digital Accessibility, University College London: https://events.EDUCAUSE.edu/annual-conference/2024/agenda/accessibility-passport-a-digital-accessibility-movement-your-friends-across-the-pond-need-you</footnote>

<footnote n="160">¹⁶⁰ accessibility-passport@jiscmail.ac.uk</footnote>