Session Description
Are you familiar with the Universal Design for Learning (UDL) framework and trying out some ideas? Are you interested in accessible pedagogy? Interested in upping your UDL game? Join us for ideas on extending your UDL-based teaching practices using the new UDL 3.0 guidelines.
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This session may be recorded, archived, and shared after the event.
About the Facilitator
Your facilitator for this session is Dr. Seanna Takacs.
Seanna is Practice Lead in Accessibility Services at KPU. She consults on UDL and accessible pedagogy for post-secondary institutions in British Columbia and is Co-chair for the Accessibility and Inclusion Community of Practice for Canadian Association of College & University Student Services (CACUSS).
2025-26 Accessibility Bites Series
- Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
- Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
- Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
- Accessibility Bites: The Gift of Dyslexia, November 27, 2025
- Accessibility Bites: Access Friction, December 11, 2025
- Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
- Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
For recordings and resources from previous Accessibility Bites workshops, visit the Accessibility Bites Pressbook.
About the Session
Join us for an exciting Facilitating Learning Online (FLO) session about a news literacy framework for educators and students. In these information-challenged times, this workshop will introduce the concept and benefits of including news literacy (e.g. Ashley, 2020) as a crucial element in the post-secondary teaching and learning environment. We will explore the news literacy framework, discuss why it is essential to 21st-century post-secondary learning and teaching, and provide an orientation to a new open education resource, a news literacy toolkit.
The session will be of interest to professors, librarians, and other educators who support student learning. It aims to give participants the knowledge and skills to better understand and engage with today’s complex media environment. By the end of the workshop, participants will:
- Be able to define and explain the concept of news literacy and its importance in the current media landscape
- Understand how the presence of bias in news reporting affects the representation of events
- Learn strategies to curate a diverse and balanced news diet, avoiding echo chambers and ensuring exposure to multiple perspectives.
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This session may be recorded, archived, and shared after the event.
About the Facilitator
Justin Harrison has over 20 years’ professional experience as an academic research librarian and holds the position of Engagement & Learning Librarian at the University of Victoria Libraries. He is also a PhD candidate in the Faculty of Education at the University of Victoria, focusing on media literacy, news literacy, and their intersections with civic engagement and political polarization.
About the Panel
GenAI is now part of the everyday reality of post-secondary education. Educators across B.C. are navigating a mix of curiosity, concern, as well as fatigue as they decide how, or whether, to engage with these tools in their work to support teaching and learning. This panel brings together sector leaders, educators, and researchers to explore how we might move beyond simple “ban or embrace” narratives towards rethinking teaching and learning with GenAI with particular focus on human-centred approaches and open pedagogy.
This panel will be moderated by Helena Prins, an Advisor on the Learning + Teaching team.
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This notice is to inform you that this session may be recorded, archived, and shared after the event.
About the Facilitators
Gwen Nguyen is a Learning + Teaching Advisor with BCcampus. Gwen holds a PhD in education studies from the University of Victoria and a MA in applied linguistics from Saint Michael’s College. Recently, Gwen has developed a keen interest in exploring pedagogical approaches that ethically and creatively integrate AI into teaching and learning. Gwen comes to this panel to set the stage, bringing a GenAI-literacy-in-teaching lens grounded in her work at BCcampus, where she has been observing the tension between resistance and reimaging education while developing support channels for educators, including the open access BCcampus GenAI in Teaching and Learning Toolkit and related initiatives.
Dr. Neil Fassina took on the role of President at Okanagan College in April 2021, inspired by the college’s reputation for transforming lives and communities. Dr. Fassina earned his PhD in Management from the Rotman School of Business at the University of Toronto and holds a BSc in Psychology from the University of Calgary. He is recognized as a Fellow Chartered Professional in Human Resources (FCPHR) and a Chartered Director (ICD.D) through the Institute of Chartered Directors. He has contributed to numerous refereed articles, co-authored a Canadian Human Resource Management textbook and enjoys speaking about the future of education and its role in economic and social development. Before joining Okanagan College, Neil served as President of Athabasca University from 2016 to 2021. His previous roles include Provost and Vice President Academic at the Northern Alberta Institute of Technology (NAIT) and Dean of the JR Shaw School of Business and School of Hospitality and Culinary Arts. Throughout his academic career, he has taught at the University of Toronto, the University of Calgary, the University of Manitoba, and in executive education programs.
Elizabeth Childs is a professor in the School of Education and Technology at Royal Roads University. She has worked in government, industry, and academia and consulted nationally and internationally. She is interested in the design, creation, and implementation of flexible learning environments that incorporate the affordances of technologies and provide learners with increased access, choice, flexibility, and opportunities. Dr. Childs’ research interests include online and blended learning, open education and open pedagogy, online learning communities and digital habitats, socio-emotional learning and immersive professional development, design thinking, and participatory design approaches.
Sharon Stein is an Associate Professor of Higher Education and Professor of Climate Complexity and Coloniality in the Department of Educational Studies at the University of British Columbia. She is the author of Unsettling the University: Confronting the Colonial Foundations of US Higher Education, and a co-founder of the Gesturing Towards Decolonial Futures Arts/Research Collective. She is focused on an inquiry about the possibilities of earth-aligned AI for education – that is, AI that can help scaffold a transition from reductionist, anthropocentric learning toward relational intelligence and planetary responsibility.
Jessica Rizk, PhD, is a Senior Research Associate at the Conference Board of Canada. A former K–12 teacher and current post-secondary educator, she leads national research on education, workforce development, and AI literacy, focusing on how institutions and educators can adapt to an AI-enabled future. Her work bridges research, policy, and practice, bringing a perspective centered on equity, innovation, and preparing learners for the evolving demands of work and education.
About the Session
This advanced session explores how educators can meaningfully elevate and integrate Indigenous values within their courses through intentional curricular alignment. Grounded in an understanding of the full history and context of the Territory(ies) in which post-secondary institutions exist, the workshop builds on concepts of decolonization and Indigenization through a distinctions-based approach.
Participants should come with a cohesive knowledge of their own positionality, the history and ongoing impacts of colonization in B.C., and the Declaration on the Rights of Indigenous Peoples Act. Together, we will review examples, engage in discussion, and consider how integrating an Indigenous Values Framework might support our commitments to Truth and Reconciliation while enhancing student learning and engagement.
This session will be of interest to ally professors, librarians, and educators who support student learning. By the end of the workshop, participants will be able to:
- Reflect on the Traditional Territory(ies) in which they live and work, using a distinctions-based approach
- Consider the impacts of colonization in post-secondary settings and discuss current actions to decolonize these spaces
- Explore and discuss Indigenous Values Frameworks as a methodology for decolonizing and Indigenizing curricula and course delivery
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This session will be recorded, archived, and shared after the event.
About the Facilitator
Natasha Parrish Sk’ing lúudas was born and raised as a visitor in the Homelands of the lək̓ʷəŋən Peoples (Victoria, B.C.) She belongs to the Kyaanuusalii Clan of the Raven moiety of the Haida Nation through an unbroken matrilineal line. She also carries English ancestry and is a fourth generation settler-Canadian. She has a Bachelor of Arts, a post-degree professional program in secondary teaching, and a Master of Indigenous nationhood from the University of Victoria. Sk’ing lúudas is an Education Developer Indigenization at Camosun College, with experience in secondary and post-secondary education settings. Her thinking has been influenced by many local Elders and Knowledge Keepers, such as Elder Henry Chipps (Sci’anew Nation) and Brother Rick Peter (Cowichan Nation) as well as many hours with Haida Elders, Community Members, and time in her home Territory. She is passionate about Land Back initiatives and is a recent founder of Indigenous Roots Coffee Co.
Workshop 1: Securing Your Own Oxygen Mask First: Employee Wellness as the Foundation For Student Wellness
February 10, 2026 | 10:00 a.m.–11:30 a.m.
As faculty and staff in higher education, we can only meet students’ accessibility needs when our own needs are met first. Yet cultural, institutional, and personal barriers often impede our self advocacy, leading to burnout and leaving us ill-equipped to create meaningful community care in our classrooms.
This 90-minute, participatory workshop is the first in a two-part series exploring the vital connection between employee and student flourishing. Through stories and reflective practices, we’ll:
- Examine how common accessibility barriers can make getting our needs met feel impossible
- Develop concrete short- and long-term plans for self- and community-advocacy around wellness
This workshop sets the foundation for Workshop 2, where we’ll collaborate on strategies for securing the masks for our students. It is designed for disabled, neurodivergent, and chronically-ill faculty and student services staff, though adaptable for anyone seeking to balance their accessibility needs with those of the populations they serve.
Workshop 2: Then Securing the Mask for Our Students: Planning for Collaborative Care in Higher Education
February 24, 2026 | 10:00 a.m.–11:30 a.m.
Ready to shift from individualized accessibility to collaborative care? This workshop helps you develop practical strategies for balancing your accessibility needs with those of your students.
Come prepared with a real ‘sticky situation’ from your context – a moment when your accessibility needs clashed with students’, or where you anticipate future challenges. Through stories and hands-on collaboration, we’ll:
- Reframe relational dynamics in our situations to strategize solutions rooted in collaborative care
- Leave with one concrete strategy and a plan for how to implement it in your own context to help ensure both you and your students have your oxygen masks secured (or better yet, create conditions that keep the plane from going down in the first place!)
This 90-minute workshop is the second in our two-part series on employee and student flourishing. While participation in the first workshop is strongly advised, it’s not required. Don’t have a sticky situation? Don’t worry. You’ll be able to collaborate with others to ensure you can still participate meaningfully in the experiential learning.
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These sessions may be recorded, archived, and shared after the event.
About the Facilitator
Natalie Wigg-Stevenson is Associate Professor of Theology and Contextual Education at Emmanuel College, Victoria University (University of Toronto). While her research focuses on ethnographic approaches to theology, her pedagogical passion lies in decolonizing and ‘cripping’ classrooms through more relationally-rooted teaching and learning design. As a neurodivergent scholar living with chronic illness, she brings both personal insight and professional expertise to helping faculty and staff in higher education not just survive but thrive in their work with students.
Supporting Neurodiversity in Post-Secondary Education Series
February Focus: Supporting Neurodiversity in Post-Secondary Education Series (blogpost)
NeuroChats: Conversations Towards Inclusive Campuses (podcast series)
Designing for Inclusive Learning with AI, February 5, 2026
From Self-Advocacy to Collaborative Care: Supporting Neurodivergent Wellness in Higher Education, February 10 and 24, 2026
Bridging the Gap: Supporting Neurodivergent Learners from Campus to Career, February 19, 2026
We’re excited to introduce the GenAI Teaching Lounge: an informal, virtual space where educators can gather over a hot drink to explore teaching ideas with Generative Artificial Intelligence (AI).
Curious about using AI tools to support assessment design? Wondering how to centralize student voices when integrating AI into coursework? Or simply want to share your own stories and tea with others? The Lounge is your space to ask questions, exchange ideas, and learn with colleagues.
No lectures, no recordings—just conversation, connection, and curiosity. Join us for a 45-minute drop-in session designed to generate practical takeaways and strengthen our teaching community.
Sessions
Sessions will be held from 2:00–2:45 p.m. PT:
- October 21, 2025
- November 25, 2025
- January 13, 2026
- February 17, 2026
- March 10, 2026
Register Now!
This session will not be recorded.
Hosts
Gwen Nguyen (she/her) is a Learning + Teaching Advisor at BCcampus supporting the adaptation and evolution of teaching and learning practices in post-secondary education through collaboration, innovation, and digital technologies. Gwen worked as a learning experience designer at the University of Victoria (UVic), supporting educators with developing and delivering face-to-face, hybrid and online courses. She has also worked as a university lecturer and researcher at UVic and the Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Recently, Gwen has cultivated a keen interest in pedagogical strategies that ethically and creatively incorporate AI into teaching and learning.
Britt Dzioba (she/her) is a Learning + Teaching Advisor at BCcampus where she works to support educators in developing their digital skills through resource development. As a neurodivergent educator, she is passionate about helping faculty create more inclusive learning environments that support neurodivergent students. Britt holds a Master of Education from the University of British Columbia, specializing in adult learning. Her graduate research focused on digital literacy education in community-based programs.
Helena Prins (she/her) is a Learning + Teaching Advisor at BCcampus, where she coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high school teacher in South Africa. Over the past 20 years, she has taught students of all ages and stages on four continents. A golden thread throughout her career has been breaking down barriers to learning. Prior to joining BCcampus in 2020, she worked as a career learning and development advisor at Royal Roads University.
About the Event
Generative AI is transforming how students learn and produce work, raising urgent questions about how we design meaningful and fair assessments. Join us for this in-person workshop at Camosun College to explore alternative approaches moving beyond simply “catching” AI use, and focusing on fostering critical, authentic, and reflective learning.
We’ll revisit the three purposes of assessment (of, for, and as learning) to examine how each is disrupted and reimagined by GenAI. Participants will explore practical frameworks as potential guides for creating meaningful assessments. We’ll conclude by crowdsourcing alternative assessment ideas that meaningfully and equitably integrate GenAI.
By the end of this session, participants will be able to:
- Differentiate between assessment of, for, and as learning, in the context of GenAI
- Explore different frameworks to evaluate and redesign assessment tasks
- Generate alternative assessment ideas relevant to their own teaching contexts
We encourage you to bring an example of an assessment from a course you may wish to refine or redesign.
We would like to thank Camosun College for their partnership in bringing this workshop to B.C. post-secondary educators.
Registration Coming Soon
This event will not be recorded.
About the Facilitators
Dr. Gwen Nguyen is a Learning & Teaching Advisor with BCcampus. Gwen holds a PhD in education studies from the University of Victoria and a MA in applied linguistics from Saint Michael’s College. Recently Gwen has developed a keen interest in exploring pedagogical approaches that ethically and creatively integrate AI into teaching and learning. Her work in this area includes developing the open-access BCcampus GenAI in Teaching and Learning Toolkit, facilitating GenAI literacy workshops for faculty, and leading other initiatives supporting educators as they teach and learn in the age of AI.
Dr. Helena Prins is a Teaching & Learning Advisor at BCcampus and coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high-school teacher in South Africa. Over the past 20 years, Helena has taught students of all ages and stages on four continents. A golden thread throughout her teaching experiences has been breaking down barriers to learning. Helena holds an EdD in Adult Learning from the University of Calgary.
The British Columbia Open Education Community (BCOEC) welcomes members from the post-secondary sector in British Columbia and the Yukon. This community convenes monthly in virtual gatherings, fostering an environment for sharing insights, providing support, and engaging in discussions about the challenges, best practices, and current issues within open education.
Register now!
Recordings and transcripts available from past meetings: B.C. Open Education Community (Playlist)
About the Event
This session shares national research findings fon the barriers neurodivergent learners face when moving from post-secondary education into the workforce. Drawing on the lived experiences of neurodivergent students, as well as insights from advisors, administrators, and faculty, the session highlights the challenges neurodivergent learners encounter when preparing for employment.
The session will highlight practical strategies and actionable recommendations for post-secondary leaders, educators, and staff to enhance supports and student success during this transition.
Please note, the session will only be partially recorded. To get the most out of the learning, please plan to attend synchronously.
Research Acknowledgement: This research was conducted by the Conference Board of Canada in partnership with the Future Skills Centre, whose support made this study possible.
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This session will be recorded, archived, and shared with course registrants.
About the Facilitator
Dr. Jennifer Fane is the Lead Research Associate in the education and skills knowledge area at the Conference Board of Canada. She holds an interdisciplinary PhD in education, public health, and social policy, and leads the Conference Board’s neurodiversity research portfolio. With over 18 years’ experience as a classroom teacher, professor, and educational researcher in Canada and Australia, she has worked across the birth-to-five, K-12, post-secondary, and non-profit sectors. As a neurodivergent educator and researcher, Jennifer is passionate about translating research into practice to strengthen learning and employment outcomes for neurodivergent individuals.
Supporting Neurodiversity in Post-Secondary Education Series
February Focus: Supporting Neurodiversity in Post-Secondary Education Series (blogpost)
NeuroChats: Conversations Towards Inclusive Campuses (podcast series)
Designing for Inclusive Learning with AI, February 5, 2026
From Self-Advocacy to Collaborative Care: Supporting Neurodivergent Wellness in Higher Education, February 10 and 24, 2026
Bridging the Gap: Supporting Neurodivergent Learners from Campus to Career, February 19, 2026
Session Description
This workshop offers a brief but meaningful reflection on disability rights through an Indigenous lens, drawing from traditional Nɬeʔkepmx ecological knowledge. It challenges Western deficit-based models and affirms the strength, knowledge, and interdependence of all community members, including those living with disabilities. Participants will gain insight into how Indigenous knowledge systems hold space for diverse bodies, minds, and spirits, and how this informs a decolonial approach to accessibility in post-secondary spaces.
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This session will be recorded, archived, and shared after the event.
About the Facilitator
Sue Sterling-Bur is a member of the Nłeʔkepmx and Stó:lō Nations and sits with the Duntem’yoo (Bear) Clan in Bahlats with Nadleh Whut’en from the Carrier Sekani Nation. She is a strong advocate for the advancement of Indigenous Rights and educational opportunities for all.
Sue holds a master’s degree in social work and is a Ph.D. candidate at The University of British Columbia Okanagan, where she also serves as the Manager of Indigenous Strategies and Initiatives. Her doctoral research offers an Indigenous perspective on the systems of belief around giftedness in children with disabilities. Her research is grounded in Nłeʔkepmx Spilahem and Speta’kl stories and aims to identify the ethics, values, and beliefs that guide working with and supporting Indigenous people with disabilities.
Sue’s experience includes supporting Indigenous communities and agencies in B.C. to develop and implement programming for Indigenous children; serving as a Child & Youth Mental Health Advisor for Doctors of B.C.; acting as a Provincial Child Care Advisor for the Ministry of Children and Family Development, serving as Vice President for Students for the Nicola Valley Institute of Technology; sitting on the Board of the BC Aboriginal Child Care Society, and more recently, being appointed co-lead of the Idigenous Research stream at the Canadian Institution for Inclusion and Citizenship.
2025-26 Accessibility Bites Series
- Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
- Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
- Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
- Accessibility Bites: The Gift of Dyslexia, November 27, 2025
- Accessibility Bites: Access Friction, December 11, 2025
- Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
- Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
For recordings and resources from previous Accessibility Bites workshops, visit the Accessibility Bites Pressbook.