On Thursday 25 May, we hosted our first Partner Day at the Danish School of Media and Journalism.

The UNIwise Campfire session “Assessment moving forward with a step back to campus” took place on 28 February and featured perspectives from three UK universities on how they’re tackling the next steps in their assessment delivery.

There can be no doubt that AI will have a major impact on education, both for students and educators - ChatGPT is just the beginning. This is our company position on ChatGPT, our advice for educational institutions including a focus on ethical principles and best practices, and a discussion of how digital assessment can help.

UNIwise has add a new partner in our continuous ambition to improve security for WISEflow and our customers. We have partnered with GitHub, an Internet hosting service for software development and version control, to help protect users and prevent data leaks and fraud.

In August of 2022 UNIwise celebrated its 10-year anniversary at our head office in Aarhus, Denmark. Some of our colleagues have been here since the very beginning, so we sat down with some of them and asked them about their experiences at the company over the last decade!

UNIwise was invited to attend the German Bundesdekanekonferenz, which took place in June of this year. The common understanding of institutions in attendance was that the pandemic has accelerated the German education sector’s move towards a digital society.

On 8 June UNIwise had the pleasure of attending a workshop, at the JISC offices in central London, that speculated on future scenarios of assessment.

Our Campfire Session on 2 March, titled ‘Proctoring: Panacea or Problem?’, gave some interesting insights into the use of remote invigilation services, and the issues it can cause for students and institutions alike. 

The use of facial recognition technology combined with the COVID-19 pandemic has led to a widespread debate within the education community as to what extent surveillance and privacy invasion is reasonable in order for universities to carry out their obligation to ensure fair and credible assessment of students.

The issue of academic misconduct is present at every educational institution and is often a tough nut to crack. This blog looks into the complexity of the problem.

What constitutes a good exam? Hanne Leth Andersen, Vice-Chancellor at Roskilde University, has a clear opinion: The recipe for a good exam consists of alignment between the teaching methods, the learning objectives, and the types of assessment.

Authentic assessment allows educational institutions to measure that their students not only have the knowledge necessary to solve actual critical issues in the world, they are also able to put that knowledge to practical use.

For educational institutions and the implementation of electronic assessment, the largest barrier seems to be spatial and/or economical, according to a 2018 survey from HeLF.

Enough with the Handwritten Exams, Universities Say. But Commenters Say Otherwise.

One of the fears we typically encounter is that online exams will increase the academic dishonesty among students, citing the conclusion that using computers provides the students with more opportunities to cheat. But this is not necessarily the case.

One of the most noticeable results of digitising your exam and assessment process is that the process becomes paperless, which essentially means that all information processes such as letters and printouts are replaced with a digital alternative. Nearly all businesses and government institutions are currently becoming paperless – and with good reason.

One sentiment we often run into is the idea that EMA (Electronic Management of Assessment) is largely similar to a Student Administration System (SAS). And we get the connotation. As soon as someone says ‘management’ in an educational setting, the first thing that comes to mind is a SAS, a place to record, document and manage educational information.

Teaching in higher education has many positive sides – confronting students with their plagiarised essays and breach of academic integrity is not one of them.

An increasing number of students entering higher education in the UK are doing so with one or more disabilities. According to the HEFCE, 56% more students with a known disability entered a full-time first-degree course in 2016/2017 than in 2010/2011.

An endless amount of important and private data flying around aimlessly, hopelessly and completely unprotected. Does this sound like your thoughts on cloud-hosting and cloud-based exam software?