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Artificial intelligence is reshaping higher education at a pace unlike any other technology before it. Students are already adopting AI tools at record speed, while institutions, publishers and technology providers work to determine how innovation can be harnessed responsibly to enhance learning.

Join a timely conversation on how the higher education course materials ecosystem can balance the promise of AI with the responsibility to ensure ethical, transparent and effective use.

Bringing perspectives from across the industry, the panelists will explore:

How students, faculty, institutions and publishers are experiencing the rapid rise of AI
What responsible and ethical AI looks like in practice
What the learning science tells us about AI use
How to align innovation with academic integrity and institutional trust
Practical approaches to creating AI tools that truly support learning

Don’t miss this opportunity to gain insights from thought leaders shaping the future of AI in education.

Can't attend the webinar? You should still register -- all registrants, including attendees and absentees, will receive a recording of the webinar and a copy of the presentation slides.

Tuesday, September 30 | 2 p.m. E.T.

AI in EdTech: Balancing Innovation and Ethics in Higher Education

SPEAKERS

Michael Hale, Ph.D.
Chief Learning Officer at VitalSource

Michael Hale, Ph.D. has spent 35 years in the field of education, the last 20 at VitalSource as a leader dedicated to enhancing learning outcomes and facilitating the development and delivery of accessible learning solutions. As the chief learning officer at VitalSource, Mike is now primarily focused on steering global learning initiatives. Prior to his work with VitalSource, he devoted 15 years to the improvement of K-12 education, having served in various capacities including as a college professor, high school educator and director of a highly regarded charter school. He is also the author of The Teacher′s Guide to Leading Student-Centered Discussions: Talking About Texts in the Classroom. Mike has a B.A. in Philosophy from Auburn University and an M.A. and Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill.

Rachel Van Campenhout, Ed.D.
Senior Research Scientist at VitalSource

Rachel Van Campenhout, Ed.D., holds a bachelor of arts in philosophy and English from Duquesne University, a master of arts in digital publishing and writing from Emerson College, and a doctorate of education in instructional technology and leadership from Duquesne University. Starting as a learning engineer at Acrobatiq, Dr. Van Campenhout now leads the scholarly research and publication efforts of the VitalSource learning science team. As the senior research scientist, her research focus covers topics such as the doer effect, automatic question generation, ethics and AI principles, and teaching and learning. Dr. Van Campenhout is also an active member of the IEEE IC Industry Consortium on Learning Engineering, was the co-chair of the 2023 Learning Engineering Conference, and has published papers on learning engineering and design, data science and ethics in educational technology. She also contributes to the IEEE standards committee AIS P2247.4, developing the Recommended Practice for Ethically Aligned Design of AI in Adaptive Instructional Systems. Dr. Van Campenhout has served as the representative member for the Adaptive Learning Consortium and served on the board for the International Conference on Adaptive Instructional Systems. Outside of work she spends her time with her two young sons, teaching them the joy of art and nature.

John Fritz, Ph.D.
Associate Vice President of Instructional Technology at the University of Maryland, Baltimore County (UMBC)

John Fritz, Ph.D., is the associate vice president of instructional technology at the University of Maryland, Baltimore County (UMBC), where he leads initiatives in teaching, learning and technology, including the campus learning analytics community of practice. He oversees tier 1 IT support, knowledge management and the New Media Studio, and directs the instructional technology & new media group. As a learning analytics researcher and practitioner, Fritz explores ways to nudge student responsibility for learning and identify course designs that promote success. By analyzing patterns in technology use as proxies for engagement, he highlights innovative teaching practices and surfaces “positive outliers” for deeper study. His work blends quantitative and qualitative methods to tell data-informed stories that inspire change. In addition, Fritz emphasizes knowledge management and self-service as key strategies for effective IT service management.

Matthew Byrnie
Director of Content Development for U.S. College Editorial at Sage Publications

Matt Byrnie is director of content development for U.S. college editorial at Sage Publishing. With more than 25 years of editorial experience in academic and higher education publishing, Matt has worked across a diverse range of disciplines within the humanities and social sciences. He began his publishing career as an acquisitions editor, working primarily in media and communication studies. Currently, Matt leads a talented development team dedicated to delivering high-quality educational resources that significantly impact student learning, including textbooks, videos, assessments and courseware.