Session Description
In this session, we will explore how to create and review PDFs for accessibility. The session will reinforce the importance of ensuring documents are accessible before converting them to PDFs and will cover the remediation process. We will also discuss tools that can review PDFs for accessibility and how PDFs can be a barrier to learners.
Learning Outcomes:
- Explain elements of Word or PowerPoint documents that can become accessibility barriers
- Use Adobe to review PDFs for accessibility
What to Bring:
- A Word or PowerPoint document you wish to make into a PDF, or a PDF file you have already created
Agenda:
- Outlining how to create and review PDFs for accessibility
- Use Word, PowerPoint, or Adobe Acrobat to review the accessibility of files
- Participant questions and next steps
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This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
About the Facilitator
Your facilitator for this session will be Ann Gagné.
Ann (she/her) is a queer settler with invisible and dynamic disabilities, passionate about increasing awareness of accessible pedagogy and resources to include disabled learners. She has been working in higher education for almost 20 years. With an interdisciplinary educational background, Ann has used her training and experience in her roles as an instructional designer, curriculum developer, and educational developer.
Accessibility Bites Series
Accessibility Bites: Plain Language, September 26, 2024
Accessibility Bites: Supporting Students who are Blind or with Low Vision, October 31, 2024
Accessibility Bites: Supporting Students who are Deaf or Hard of Hearing, November 28, 2024
Accessibility Bites: PDF Documents, January 30, 2025
Accessibility Bites: Video Accessibility, February 27, 2025
To access resources and watch past Accessibility Bites webinars, visit media.bccampus.ca.
About the Session
The trend of offering more programs online reflects a lasting shift in the education system. Enabled by technological advances and fueled by students’ demand for flexible learning options, globalized education is now more accessible. However, Collaborative Online International Learning (COIL) environments present unique challenges for both learners and educators. Join us for a discussion on effective strategies for facilitating COIL.
While the session will primarily focus on teaching considerations, we will also explore strategies for curriculum development. The main goal is to share insights, lessons learned, and practical approaches to addressing the unmet needs of COIL students.
Learning Outcomes
- Analyze the value of COIL for both learners and facilitators
- Identify and propose solutions to common challenges faced by remote, international student teams
- Evaluate various approaches to facilitating effective collaborative learning
- Discuss assignments and lecture topics that set teams up for success in cross-cultural collaboration
- Evaluate the use of technology to support remote collaboration and address digital accessibility issues
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This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session may be recorded and the recording will be made available openly.
About the Facilitator
Your FLO Facilitator for this session is Alison Foo, MSc, PMP.
Alison (she/her/they) teaches remote clinical research capstone courses at McMaster University Continuing Education and Seneca College. She is also a career, communication, and leadership coach. Her mission is to foster healthy environments by empowering empathetic leadership and creating inclusive, safe, and collaborative spaces. She has experience working with students (high school to graduate), newcomers, marginalized communities, and professionals from various industries. When she’s not working or volunteering, she naps with her rescue dog, watches Asian TV, and dreams of never grading assignments again.
Event Description
This Facilitating Learning Online (FLO) MicroCourse will assist participants in managing technology’s impact on the spiritual, emotional, physical, or mental health of themselves and their students. Participants will learn tools for setting healthy boundaries with technology, using those boundaries intentionally, and teaching students to avoid using digital technologies in ways that cause harm. This two–day course offers participants the opportunity to reflect on their own digital well-being, the well-being of learners, and how this work can contribute to the broader journey of reconciliation.
Learning Outcomes
Successful participants will gain an appreciation of digital well-being by:
- Managing technology through actively implementing strategies for spiritual, emotional, physical, and mental health
- Understanding digital literacy as using digital technology intentionally and setting healthy boundaries
- Modeling and teaching digital well-being
Participants can expect to dedicate approximately 60 minutes per day for five days to learning and activities.
Course Logistics
Asynchronous
When: February 3–February 7, 2025
Platform: Moodle Synchronous
While most of the learning will happen asynchronously, we will offer two optional synchronous sessions in Zoom:
- Monday February 3, 2025: 3:00–4:00 p.m.
- Friday February 7, 2025: 9:00–10:00 a.m.
Register Now!
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
About the Facilitators
Your FLO Facilitators will be Connie Strayer and Robyn Grebliunas.
Connie (she/her) is both Métis and German. With gratitude, she acknowledges the Qualicum and Snaw-Na- Was First Nations on whose ancestral lands she lives, works, and plays. Connie is an educational developer and Indigenous relationship specialist, as well as a regular collaborator with BCcampus. Through a student-centred and decolonized approach to this work, she strives to create systemic change within post-secondary spaces and increase mental health literacy and skills for educators, students, and community members. Connie has had the honour of working under the teachings of many Indigenous Elders, Knowledge Keepers, and colleagues in many of B.C.’s First Nations Communities; these relationships and teachings have influenced her approach to education.
Robyn (she/her) is both Métis and Lithuanian. With appreciation, she acknowledges the Okanagan and Syilx First Nations on whose ancestral lands she lives, works, and plays. Robyn specializes in Indigenous adult education and communication. She is honoured to collaborate with BCcampus on Indigenous education. Robyn is grateful for the many years she has spent working in public and private Indigenous post-secondary education. She is passionate about creating online education learning experiences for adult learners. She has a master’s degree in professional communications, with research embedded in creating relationship efficacy in the digital realm, a helpful tool. Robyn carries an educational philosophy of traditional grassroots learning with a belief in two-way learning and strength-based learning. Robyn has had the honour of working under the teachings of many Indigenous Elders and Knowledge Keepers and in many First Nations Communities in B.C. and Alberta; this opportunity has greatly influenced her approach to education.
About the Panel
Neurodiverse students in post-secondary institutions often encounter unique challenges that can be misunderstood, leading to additional barriers to success. Join us for a panel discussion featuring B.C. post-secondary students and recent graduates with lived experience. We will explore the challenges neurodiverse students face, discuss how institutions and educators can best support students, and celebrate the unique strengths and perspectives that neurodiversity brings.
Register Now!
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
Panelists
Kaeli Sort (Royal Roads University) is a passionate advocate and systems thinker with lived experience as a neurodivergent learner. She holds two master’s degrees in leadership and executive business administration, as well as a bachelor’s in child and youth care. Kaeli’s advocacy is shaped by the intersection of her diverse experiences, including past roles in child protection, government policy, youth engagement research, and family counselling. As the leader of the former youth in care community of practice, she champions equitable policies and amplifies the voices of adults with lived foster care experience.
Hallie Brown (Douglas College) is currently attending Douglas College’s LIST food services program with the hopes of further improving her life skills in the food and beverage industry. In her spare time, she enjoys solving brain puzzles, baking, arts and craft making, and hanging out with friends. She is hoping to bring a warm and positive perspective that others can relate to.
Alysha Gallant (University of Northern British Columbia) is a teaching candidate with a bachelor of science in fisheries and wildlife. In 2018, Alysha transferred from the University of Toronto to UNBC, embracing a fresh start and new adventures. As a neurodivergent individual, Alysha is continually learning how to navigate and manage different aspects of life, with the support of an incredible community of friends and loved ones. When not focused on studies, Alysha spends time with their dog, Blu, and enjoys reading, playing video games, caring for their plant collection, and working casually at the Prince George Humane Society.
Supporting Neurodiversity in Post-Secondary Education Series
Student Voices on Neurodiversity: A Panel Discussion, February 4, 2025
Compassionate Planning for Neurodiverse Learners, February 10, 2025
Advancing Neuroinclusivity in Post-Secondary Education: Evidence, Initiatives, and Pathways Forward, February 11, 2025
Supporting Neurodiversity in Higher Education: a Two-Part Workshop Series, February 13 and 27, 2025
About the Session
Do you want to create a learning environment that considers the diverse lived experiences of your students? In this three-hour Facilitating Learning Online (FLO) Lab session, we will start by exploring current frameworks for course design (such as Universal Design for Learning and quality assurance) and determine what is “missing” with these frameworks from an equity, diversity and inclusion (EDI) perspective. We will then explore at least two different approaches to incorporate principles of EDI into the course design and development process. We will conclude with space for critical reflection and co-creation of strategies for implementing these changes. 
This session will be beneficial for anyone who is interested in moving away from the status quo in course design and becoming an agent of change!
Please note: This session will not be recorded. Registrants should plan to attend the full three hours for an optimal learning experience.
Learning Objectives
By the end of the session, participants will be able to:
- Explain shortcomings of existing approaches or frameworks to course design from an EDI perspective
- Discuss the challenges they may encounter in their current course design process from an individual, interpersonal, and institutional perspective, and how to overcome them
- Reflect on how to apply a critical, collaborative and wholistic approach to their course design and development process
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About the Facilitator
Randeep Nota (she/her) is a second-generation Punjabi settler. She is a consultant whose work comprises educational development and program and policy reviews. She is concurrently pursuing her PhD at the University of Toronto, focused on work, learning, and social change. Randeep has experience working in post-secondary institutions in British Columbia, Alberta, and Ontario in various teaching, staff, and management roles. She has researched and presented nationally and internationally on topics including anti-racism policies and practices in the post-secondary sector; incorporating equity, diversity, and inclusion practices in course design; the internationalization of higher education; the use of technology in post-secondary teaching and learning; and the (un)ethical use of surveillance in learning. Prior to her work as an educational consultant, Randeep provided pedagogical consultations for credit and non-credit, online and hybrid courses, and worked on program development, and quality assurance reporting for diploma and degree-granting programs.
About the Session
This workshop provides a space to pause and reflect on an important ethical concern in generative artificial intelligence (GenAI): its environmental impacts and overall sustainability. What actions, if any, can we take as individual users? What can we do as institutions?
We will start by reviewing the environmental costs associated with training and using GenAI tools and explore how these tools might be used to positively reduce climate impacts on a large scale. We will then explore a decision-making framework focused on sustainable AI use. Through guided questions, you will begin to develop a living philosophy for mindful AI use aligned with your environmental values. We will also share practical tips to help minimize carbon and water usage with AI.
By the end of this workshop, participants will be able to:
- Describe the environmental implications of GenAI
- Explore guiding questions for sustainable AI use
- Develop a personalized AI-use philosophy that embodies your environmental values
- List practical strategies to reduce carbon and water usage in AI
Register now!
This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session may be recorded and the recording will be made available openly.
About the Facilitator
Your FLO Facilitator for this session is Emily Simpson.
Emily Simpson (she/her) is a curriculum developer and facilitates instructor development workshops at Vancouver Community College. She brings a wealth of experience as an upgrading chemistry instructor, learning centre coordinator, and contributor to the Centre for Teaching, Learning, and Research, all with a focus on student experience and success. Her background includes a PhD in analytical chemistry, a provincial instructor diploma, and a certificate in online learning. Her goal is to enhance inclusive teaching and learning, with a focus on ethical and effective use of GenAI in education and fostering conversations around the tensions of using these tools.
About the Event
This two-hour workshop provides a generative social space for faculty to share and review evidence-based universal design for learning principles to celebrate and support neurodiversity in higher education. Participants are invited to bring a course syllabus, lesson, or assignment to guide their reflective practice.
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This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
About the Facilitator
Dr. Shendah Benoit is an assistant professor in the school of education, University of Northern British Columbia, where her teaching and research explore inclusive and positive learning environments. She has twenty-five years of experience teaching and leading in the K-12 system including post-diploma instruction through Queen’s University.
Supporting Neurodiversity in Post-Secondary Education Series
Student Voices on Neurodiversity: A Panel Discussion, February 4, 2025
Compassionate Planning for Neurodiverse Learners, February 10, 2025
Advancing Neuroinclusivity in Post-Secondary Education: Evidence, Initiatives, and Pathways Forward, February 11, 2025
Supporting Neurodiversity in Higher Education: a Two-Part Workshop Series, February 13 and 27, 2025
About the Panel
This panel will shed light on the strides being made toward creating more inclusive and supportive post-secondary education environments for neurodivergent students. Through research findings and successful programs, our panelists will highlight the challenges and triumphs of fostering neuroinclusivity. Attendees will gain valuable insights into evidence-based policies, student achievements, and innovative approaches that promote meaningful inclusion and success.
This session will feature 4 brief panel presentations, each followed by a short Q&A. There will also be a broader Q&A at the end.
Panel Presentations
Making the Invisible Visible
Dr. Fane will present findings from the first national large-scale study on the neuroinclusivity of Canadian higher education. This presentation will shed light on the unique challenges faced by neurodivergent students and offer insights into evidence-based policies and practices that enhance meaningful inclusion. The research report is titled, “Making the Invisible Visible.”
Peer Mentorship Models
Dr. Ames’ research examines the support needs, accessibility, and experiences of autistic postsecondary students across Canada. This presentation will summarize findings from a Canadian mapping of postsecondary programming for autistic students, along with the facilitators and barriers of development and implementation of such services. Dr Ames will also explore the Canadian landscape for autism postsecondary supports, and suggest future directions to promote neuroinclusive postsecondary campuses.
SFU Autism Mentorship Initiative
Drs. Birmingham and larossi will discuss the SFU Autism Mentorship Initiative (AMI), a peer-mentoring program co-founded in 2013 with the centre for accessible learning. Free for autistic students, AMI has positively impacted autistic mentees’ adjustment to SFU and provided professional growth for mentors. The presenters will share their research on AMI, as well as ideas for re-modeling the program to better align neurodiversity-affirming practices, and address fiscal challenges faced by universities nationwide.
Access Programs at Capilano University
Instructors Alison Hale and Kathy Moscrip will highlight the access programs at Capilano University for neurodiverse students, with a focus on the distinctive aspects of the education and employment program. The discussion will celebrate the achievements of students who have overcome significant barriers to succeed, while also exploring the ongoing challenges in providing essential support that enables students to thrive both academically and professionally.
Register Now!
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
Panelists
Dr. Jennifer Fane is the lead research associate in the education and skills knowledge area at The Conference Board of Canada, specializing in neurodiversity and inclusion. She holds an interdisciplinary PhD in education, public health, and social policy, and brings 18 years of experience as a teacher, teacher educator, educational researcher, and scholar in both Canada and Australia. Prior to joining the Conference Board, Dr. Fane held a senior leadership role at a nonprofit organization supporting neurodivergent individuals, where she oversaw human resources, educational programming, research, and community engagement. Her work bridges individual and systems advocacy, with a strong focus on promoting neuroinclusivity throughout education, employment, and community settings.
Dr. Megan Ames is an assistant professor in the department of psychology at the University of Victoria. Dr. Ames’ research focuses on supporting autistic postsecondary students with a focus on peer mentorship models. In her graduate work, Dr. Ames was involved in developing and evaluating a peer mentorship model for autistic university students; Ames et al., (2015). Overview and evaluation of a mentorship program for university students with ASD. Focus on Autism and Other Developmental Disabilities, 31(1), 27-36. doi: 10.1177/1088357615583465. Dr. Ames and her team also published an environmental scan of autism-specific postsecondary supports across Canada; Ames et al. (2022). Canadian mapping of autism-specific supports for postsecondary students.
Dr. Elina Birmingham is the director of the Autism in Education Lab (AEL) and associate professor of educational psychology at Simon Fraser University. The overarching goal of her research is to better understand and support children, youth and adults on the autism spectrum. Dr. Birmingham’s lab leads five main programs of research: creating smart technology using artificial intelligence to support autistic children, youth, and adults who experience decreased sound tolerance; incorporating the perspectives of autistic individuals in research and supporting neurodiversity; improving the university experience of autistic SFU students through the Autism Mentorship Initiative; and improving work-integrated learning (WIL) experiences for autistic postsecondary students. Dr. Birmingham’s research is currently funded by the Kids Brain Health Network (KBHN), Kids Brain Health Foundation (KBHF), and the Laurel Foundation.
Dr. Grace Iarocci is the director of the Autism and Developmental Disabilities Lab (ADDL) and a professor of psychology at Simon Fraser University. She was also a Michael Smith Foundation for Health research scholar and a faculty mentor of the Autism Research Training Program (ART). The ART program was funded by the Canadian Institutes for Health Research (CIHR), designed to recruit and train outstanding researchers of autism in disciplines such as psychology, genetics, imaging, epidemiology, and neurology. Dr. Iarocci is also past president of the board of directors of Autism Community Training and works closely with government and community agencies in B.C. to disseminate research information on ASD and influence policy on ASD and other developmental disabilities. Dr. Iarocci’s research is funded by the Social Sciences and Humanities Research Council, the Michael Smith Foundation for Health Research, and the Human Early Partnership.
Alison Hale has been an instructor in the access department at Capilano University since 2010. Alison has supported neurodiverse individuals in various educational and employment settings. She has worked in various roles, including job developer and instructor in a supported employment program, director of a provincial vocational rehabilitation program, and counselor at an international vocational testing company. Outside of her professional career, Alison has been an active volunteer with organizations such as Vancouver Adaptive Snow Sports and has served on the board of the Sunny Hill Auxiliary and Vancouver Foundation.
Kathy Moscrip: After completing her degree in developmental psychology at UBC, Kathy began working in the field of employment training through a grant offered during the International Year of Persons with Disabilities. In 1985, she joined Kwantlen College, now KPU, to support neurodiverse students in post-secondary programs, and she has continued her career in this field ever since. Kathy has been at Capilano University since 2003, where her passion for fostering an inclusive environment for students remains at the heart of her work.
Supporting Neurodiversity in Post-Secondary Education Series
Student Voices on Neurodiversity: A Panel Discussion, February 4, 2025
Compassionate Planning for Neurodiverse Learners, February 10, 2025
Advancing Neuroinclusivity in Post-Secondary Education: Evidence, Initiatives, and Pathways Forward, February 11, 2025
Supporting Neurodiversity in Higher Education: a Two-Part Workshop Series, February 13 and 27, 2025
About the Event
A information session about the next round of open education grants being offered by BCcampus. These grants are aimed at supporting institutions’ open education initiatives. This session is designed to provide more information for institutions interested in applying for a 2025-26 Open Education Institution Grant.
Registration Coming Soon
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
Presenter Bio
Clint Lalonde is the director of Open Education at BCcampus.
Workshop 1: Introduction to Neurodiversity in Higher Education: History, Theory, and First-Person Perspectives
February 13, 9:30–11:00 a.m.
This workshop, the first part of a two-part series, introduces teachers and staff in higher education to the history, politics, and key terms of neurodiversity, emphasizing their relevance to education. Participants will explore the origins of neurodiversity in the autistic advocacy movement and learn the histories and definitions of key terms such as “neurodiversity,” “neurodivergent,” and “neurotypical.” Participants will also engage with first-person perspectives from neurodivergent students and staff in higher education, gaining insight with the diversity of neurodivergent experiences.
Reflection opportunities will encourage participants to consider how understanding the history of neurodiversity may reshape their perspectives on its role in their classrooms. Suggested resources for further study of neurodiversity concepts and specific conditions/experiences (like Autism, ADHD, learning disabilities, and more) will be provided.
This foundational workshop prepares participants for the practical applications explored in Workshop 2.
Workshop 2: Applying Your Knowledge of Neurodiversity in Teaching, Learning, and Advising
February 27, 9:30–11:00 a.m.
In this workshop, participants will begin with an overview of the range of laws and policies governing disability inclusion in higher education, with a focus on their connection to neurodiversity. Using a series of complex case studies, participants will practice navigating scenarios involving neurodiversity in the classroom and other learning spaces, including situations in where disabilities are disclosed or remain undisclosed.
The session will also provide opportunities for participants to reflect on their own relationship to neurodiversity and to set actionable goals for fostering greater inclusion in their teaching, learning, and advising practices. By bridging theoretical knowledge with practical strategies, this workshop equips participants to create more inclusive environments for neurodivergent individuals in higher education.
Register Now!
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
About the Facilitator
Your facilitator for the two-part workshop series is Sarah Silverman.
Sarah Silverman, PhD is an independent faculty developer and instructor of disability studies. As an autistic educator, she has a personal stake in neurodiversity as well as extensive college teaching and faculty development experience. Her interests include accessible and feminist pedagogy, Universal Design for Learning (UDL) and disability-informed critiques of educational technology. Her writings appear in To Improve the Academy, the Journal of Interactive Technology and Pedagogy, the blog Feminist Pedagogy for Teaching Online, New Directions for Teaching and Learning, and on her newsletter Beyond the Scope.
Supporting Neurodiversity in Post-Secondary Education Series
Student Voices on Neurodiversity: A Panel Discussion, February 4, 2025
Compassionate Planning for Neurodiverse Learners, February 10, 2025
Advancing Neuroinclusivity in Post-Secondary Education: Evidence, Initiatives, and Pathways Forward, February 11, 2025
Supporting Neurodiversity in Higher Education: a Two-Part Workshop Series, February 13 and 27, 2025