<p><strong>This webinar is for existing Associate, CMALT and Senior Certified Members only.</strong></p>

<p>This webinar is for existing certified members who are considering becoming a CMALT assessor or existing CMALT assessors looking for a refresher. In the webinar we will explore:</p>

<ul>
<li>The CMALT Framework</li>
<li>The assessment process</li>
<li>Ethical considerations &amp; The Wider Context</li>
<li>Assessing Senior CMALT</li>
<li>Feedback and outcomes</li>
<li>CMALT Peer Review System: a practical guide&nbsp;
<ul>
<li>Round One</li>
<li>Round Two</li>
</ul>
</li>
</ul>

<p>&nbsp;</p>

<p>Registration for this event will close at 16:00 Wednesday 15 November.</p>

<p>The workshop will be delivered by experienced CMALT Assessors.</p>

<h2><b>Pre-workshop activities</b></h2>

<p>When you register for the workshop, you will be asked to complete a short profile including what accreditation pathway you are on (CMALT, Senior or Associate), which sections of the portfolio you would like specific help with and how far you have progressed overall.&nbsp;</p>

<p>In the week before the workshop, you will receive pre-workshop activities to complete to start progressing your portfolio.&nbsp;</p>

<h2><b>Workshop day</b></h2>

<p>The workshop day has both live sessions and asynchronous activities scheduled from 9.30am to 4.00pm and concludes with networking opportunities&nbsp;with other candidates. The first half of the day will be focused on strategies for writing specific portfolio sections, including practical examples from accredited portfolios. The afternoon session will provide time for individual support and a peer review exercise.&nbsp;</p>

<h2><b>Post-workshop support</b></h2>

<p>Following on from the workshop day, you will receive the workshop materials to support you as you complete your portfolio.&nbsp;</p>

<h2><b>Who should attend?</b></h2>

<p>Anyone registered for&nbsp;CMALT&nbsp;who is keen to complete their portfolio more quickly, candidates who are working towards&nbsp;CMALT&nbsp;looking for more support and anyone looking to revise a referred portfolio.&nbsp;</p>

<p>If you are not already on a&nbsp;CMALT pathway, <a href="http://www.alt.ac.uk/certified-membership/cmalt-registration">you can find out more information, including details on how to register for the accreditation process, here</a>.</p>

<p>Registration will close on Thursday 19 October at 16:00 BST.</p>

<h2><strong>Feedback from&nbsp;our workshop&nbsp;participants</strong></h2>

<ul>
<li><a href="https://altc.alt.ac.uk/blog/2021/02/cmalt-accelerator-workshop-my-reflec... title="CMALT Accelerator Workshop: My Reflections…by Dr Jin Tan">CMALT Accelerator Workshop: My Reflections&hellip;by Dr Jin Tan</a></li>
<li><a dir="ltr" href="https://flipgrid.com/+9bur7zeu" jslog="91781; 11:%.@.0]; track:vis" rel="noopener nofollow noreferrer" target="_blank">Flipgrid showcasing feedback and experiences of CMALT Accelerator Workshop Participants</a>&nbsp;</li>
</ul>

<p>&nbsp;</p>

<h2><b>Costs</b></h2>

<p>Registered CMALT&nbsp;candidates discounted rate: &pound;149</p>

<p>Everyone else: &pound;166</p>

<p>For block bookings please contact <a href="http://cmalt@alt.ac.uk">cmalt@alt.ac.uk</a>.</p>

<h2><strong>Cancellations</strong></h2>

<p>If the minimum number of registrations has not been met by Thursday 19 October, this workshop will be cancelled. Registered delegates will be notified and refunded in full.</p>

<p>Cancellations made in writing, to <a href="mailto:cmalt@alt.ac.uk">cmalt@alt.ac.uk</a>, on or before Thursday 19 October will be refunded in full. Cancellations made in writing, to <a href="http://cmalt@alt.ac.uk">cmalt@alt.ac.uk</a>, after Thursday 19 October will be refunded in full minus a &pound;25 cancellation fee.&nbsp;</p>

<p><img alt="" src="https://www.alt.ac.uk/sites/alt.ac.uk/files/civicrm/persist/contribute/i... style="width: 540px; height: 135px;" /></p>

<p>In today&#39;s rapidly evolving technological landscape, ethics are paramount, especially as Artificial Intelligence (AI) becomes more available and accessible. The role of educators, technologists, senior managers and leaders in guiding ethical AI adoption has, therefore, never been more crucial.</p>

<p>Centred around the <a href="https://www.alt.ac.uk/about-alt/what-we-do/alts-ethical-framework-learni... Framework for Ethical Learning Technology (FELT)</a>, ALT&rsquo;s Winter Summit aims to empower leaders with the knowledge, insights, and strategies to foster responsible AI integration that supports academic practice.</p>

<p>This year&#39;s Winter Summit is sponsored by <a href="https://corp.kaltura.com/">Kaltura</a>&nbsp;and will be hosted on <a href="https://corp.kaltura.com/virtual-events/">Kaltura&#39;s Virtual Event Platform</a>.</p>

<h2><strong>Registration closed on Monday 11 December at noon GMT</strong>.</h2>

<p>&nbsp;</p>

<h2 dir="ltr">Summit Programme</h2>

<p>&nbsp;</p>

<p dir="ltr"><strong>10:00&nbsp;Welcome<br />
Natalie Lafferty, University of Dundee<br />
Sharon Flynn, Technological Higher Education Association</strong></p>

<p dir="ltr">&nbsp;</p>

<p dir="ltr"><strong>10:15 Opening keynote - Whose ethics? Whose AI? A relational approach to the generative AI challenge</strong><br />
Every thinkpiece, policy statement and guideline on generative AI encourages &lsquo;ethical&rsquo; use of these new capabilities. But whose ethics matter? Whose can be made to stick? With so much power invested in generative platforms, how can the choices of educators and learning technologies make a difference? This keynote starts from the idea that technologies reframe social relationships, and argues that to be &lsquo;ethical&rsquo; is to attend to those relationships, not only in the context of use. How can we act with care from our different positions in the generative AI &rsquo;stack&rsquo;? And what must universities put in place for members to uphold ethical values such as those of the ALT Framework?<br />
<strong>Helen Beetham, Researcher and Consultant</strong></p>

<p dir="ltr">&nbsp;</p>

<p dir="ltr"><strong>10:45 Q&amp;A and discussion<br />
Helen Beetham, Natalie Lafferty and Sharon Flynn</strong></p>

<p>&nbsp;</p>

<p dir="ltr"><strong>11:05 Short break</strong></p>

<p dir="ltr"><br />
<strong>11:20&nbsp;Developing resilience in an ever-changing AI landscape</strong><br />
In the current climate of AI, educators are challenged to find a comfortable territory somewhere between apocalyptic panic and uncritical enthusiasm. We need to manage risks while taking advantage of the benefits AI offers us. This requires critical thinking and entails becoming comfortable navigating in a nuanced zone where there are no black-and-white answers to the questions we ask. How can we support students in learning effectively and empower them to use AI in an ethical manner? How can we as educators develop our own AI literacy so that we can teach these skills to our students?<br />
<strong>Mary Jacob, Aberystwyth University</strong></p>

<p dir="ltr">&nbsp;</p>

<p dir="ltr"><strong>11:50&nbsp;Q&amp;A and discussion</strong><br />
<strong>Mary Jacob, Natalie Lafferty and Sharon Flynn</strong></p>

<p><strong>12:05 Short break</strong></p>

<p dir="ltr"><strong>12:15&nbsp;Achieving Inclusive education using AI</strong><br />
Within higher education, inclusion often takes a backseat during the development of new educational technologies and curriculum strategies, prompting us to question the intended beneficiaries. Current educational technology and curriculum designs primarily address inclusion challenges related to disability and neurodiversity, sidelining crucial dimensions like race, gender, and students&#39; domiciliary status. The emergence of Generative Artificial Intelligence (GAI) offers an opportunity to enhance workload, flexibility, creativity, and address subjectivity limitations while enabling purposeful design for all forms of diversity. The challenge lies in formulating an AI-driven Equity, Diversity, and Inclusion (EDI) strategy within the technology and higher education sector that embraces all dimensions of diversity for a comprehensive approach.<br />
<strong>Olatunde Durowoju, Liverpool Business School</strong></p>

<p>&nbsp;</p>

<p dir="ltr"><strong>12:45&nbsp;Q&amp;A and discussion</strong><br />
<strong>Olatunde Durowoju, Natalie Lafferty and Sharon Flynn</strong></p>

<p>&nbsp;</p>

<p dir="ltr"><strong>13:00 Lunch break</strong></p>

<p>&nbsp;</p>

<p><strong>13:50 A Case Study on AI Integration and Ethical Reflection in Teaching</strong><br />
Access to AI tools exists and they will be used by our current students in their future employments. As educators, how can we prepare learners to engage with these tools critically, reflectively and ethically? This session will provide a case study example of how the PAIR (Problem formulation, AI tool selection, Interaction, Reflection) framework was employed in class with first year Social Work students. The teaching aimed to help learners understand and critically reflect on how the datasets underpinning AI tools could influence their future practices to promote the professions ethical principles of social justice. This session aims to not only present the learning design but also trigger discussion and debate about how it can be applied in other subjects to promote the ethical use of AI.<br />
<strong>Dr Tarsem Singh Cooner, The University of Birmingham</strong></p>

<p>&nbsp;</p>

<p dir="ltr"><strong>14:20&nbsp;Q&amp;A and discussion<br />
Natalie Lafferty and Sharon Flynn</strong></p>

<p>&nbsp;</p>

<p dir="ltr"><strong>14:40 Short break</strong></p>

<p>&nbsp;</p>

<p dir="ltr"><strong>15:00&nbsp;Panel discussion - GenAI and the student experience</strong><br />
We know that students are now receiving different messages about Generative AI<br />
(GenAI) and tools like ChatGPT from their institutions, and from social media and wider<br />
media debates. For example, students may well be cautioned not to use ChatGPT by<br />
tutors who use it themselves.</p>

<p>Many institutions have established general principles and/or frameworks to deal with<br />
GenAI (often influenced by the Russell Group announcements) but what does this mean<br />
for everyday educational practice, both inside and outside the classroom?</p>

<p>This panel session will start with short opening statements from staff and student<br />
members and then invite delegates to join the debate on what we should regard as<br />
effective, fair and equitable treatment for students regarding the use of GenAI. We will<br />
also reflect upon the implications of the most recent technical advances, such as<br />
Openai&rsquo;s &lsquo;build your own GPT&rsquo;.<br />
<strong>Sue Beckingham, Sheffield Hallam University<br />
Peter Hartley, Independent Education Consultant</strong></p>

<p><strong>Louise Drumm, Edinburgh Napier University</strong></p>

<p><br />
<strong>Plus Student Panel:</strong></p>

<p><strong>Alex Walker, Sheffield Hallam University<br />
Alejandra Rodriquez Sosa, Edinburgh Napier University<br />
Amparo Gimenez Rios, Edinburgh Napier University<br />
Motheo Kgendwenyane, University of Kent<br />
Frankie Wardale, Sheffield Hallam University</strong><br />
&nbsp;</p>

<p dir="ltr"><strong>15:30&nbsp;Q&amp;A and discussion</strong></p>

<p dir="ltr"><strong>15:50&nbsp;Closing remarks<br />
Natalie Lafferty and Sharon Flynn</strong></p>

<p dir="ltr">&nbsp;</p>

<p dir="ltr"><strong>16:00&nbsp;END</strong></p>

<p><span style="font-size:11pt; font-variant:normal; white-space:pre-wrap"><span style="font-family:Arial,sans-serif"><span style="color:#000000"><span style="font-weight:400"><span style="font-style:normal"><span style="text-decoration:none">Facilitated by Jason Boucher </span></span></span></span></span></span></p>

<p><span style="font-size:11pt; font-variant:normal; white-space:pre-wrap"><span style="font-family:Arial,sans-serif"><span style="color:#000000"><span style="font-weight:400"><span style="font-style:normal"><span style="text-decoration:none">Going to take you on a journey to question how you think and how you should become revolutionary, as educators. With the intention to discuss the impact of social media and technological change.</span></span></span></span></span></span></p>