About the Event
This one-week Facilitating Learning Online (FLO) MicroCourse is designed to help educators and instructional designers bridge the gap between the theory and practice of Universal Design for Learning (UDL) to make learning more equitable and meaningful. Participants will draw on UDL principles to plan and develop assessments, evaluate strategies, and provide constructive feedback on each other’s work. They are also encouraged to incorporate other pedagogical theories alongside UDL. This course is best suited for those with a theoretical understanding of UDL who are ready to explore its practical application in different scenarios and contexts.
Learning Outcomes
By the end of the course, participants will be able to:
- Demonstrate the application of UDL principles to make learning environments more equitable
- Apply UDL principles to remove barriers from assessments
- Evaluate the efficacy of UDL principles in removing barriers
Course Logistics
Time commitment: 8–10 hours
Format: Asynchronous
While most of the learning will happen asynchronously, we will offer an optional synchronous session on Tuesday, October 21, 2025, 9:30–10:30 a.m. PST.
Register Now!
This notice is to inform you that this session will be recorded, archived, and shared with course registrants. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available to other course participants.
About the Facilitator
Hajime Kataoka (he/him) is an uninvited guest from Kobe, Japan who lives on the traditional territory of Lekwungen and W̱SÁNEĆ peoples. As a Director of Online Learning Services at the Division of Continuing Studies at the University of Victoria, he provides leadership in the advancement of the Division’s online learning strategy.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
About the Event
Generative AI (GenAI) is transforming how students learn and produce work, raising urgent questions about how we design meaningful and fair assessments. This interactive workshop explores alternative approaches that move beyond simply “catching” AI use, instead 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 your course you may wish to refine or redesign. The first 90 minutes will be a structured workshop and will be followed by an optional 30-minute session dedicated to reviewing participants’ assessment examples and providing feedback.
Register Now!
This workshop will not be recorded.
About the Facilitators
Your FLO facilitators for this session will be Dr. Gwen Nguyen and Dr. Helena Prins, both advisors on the BCcampus Learning + Teaching team.
About the Workshop
Tired of hearing about amazing and flashy educational technology tools that cost more than your entire budget? This workshop is for educators who want to innovate without breaking the bank. Join fellow educators for hands-on and demonstration sessions featuring practical EdTech solutions. Our presenters share real classroom examples using free tools, creative ways to repurpose existing resources, and collaborative approaches that don’t require large investments.
Join this participatory workshop where you will connect with other educators to try out tools, participate in demonstrations, and ask questions. Each presenter will showcase examples of successful implementation using affordable tech in their own teaching practice. The day will begin with a guided networking and socializing opportunity where you can chat with colleagues over coffee, and then we will continue with interactive presentations. The workshop will end mid-afternoon so that you can get home in time for trick-or-treating!
Educational technology doesn’t have to be expensive to be effective. Discover what’s possible when educators share resourceful solutions and collaborate to solve common challenges.
Register Now!
This session may be recorded, archived, and shared after the event.
Helpful Links
Call for Proposals (Submit by September 29, 2025)
About the Event
This workshop addresses the importance of linguistic citizenship, cross–lingual practices, and strategies to achieve linguistic justice. The researchers will share findings informing the development of the new PRISM (plurilingual, raciolinguistic, Indigenous, and social justice for multilingual learners) framework for advancing linguistic equity in writing classrooms.
Activities will include introducing inclusive, anti-racist writing practices, research, and theoretical positions via the PRISM framework, sharing sample practices, and building relationships to facilitate application of the framework.
Participants will:
- Develop foundational knowledge and match the framework to design culturally and linguistically responsive activities
- Gain further understanding of linguistic diversity and linguistic justice possibilities in responding to student writing
- Reflect on the research-based framework in relation to professional identities and rethinking practice
Please note that this FLO Friday starts at 10:00 a.m., not 11:00 a.m. like most FLO Fridays. It is also a 90-minute session instead of one hour.
Register Now!
This notice is to inform you that this session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitators
Anita Chaudhuri is an Associate Professor of Teaching in the Faculty of Creative and Critical Studies at the University of British Columbia (UBC). She has a PhD in English (Rhetoric, Composition, and Linguistics) from Arizona State University and has taught academic writing, communication and rhetoric for more than 15 years. Her research in the areas of identity construction of language learners and their development in writing and communication has been published in academic journals such as TESOL Quarterly, BC TEAL Journal, and Writing & Pedagogy. Anita’s work on linguistic diversity has been published in Interrogating Race and Racism in Postsecondary Language Classrooms. She also co-edited BCcampus Pressbooks’ Discipline-based Approaches to Academic Integrity.
Jing Li is a Lecturer in the School of Engineering at the University of British Columbia, where she teaches undergraduate courses in engineering and technical communication. Jing holds a PhD in Education from the Faculty of Education at Simon Fraser University, an MA in Applied Linguistics, and BA in English. Her research expertise involves using qualitative/ethnographic research methods to examine critical language and literacy practices and pedagogies in relation to equity, power, and social justice. Jing’s work has been published in peer-reviewed journals including International Journal of Bilingual Education and Bilingualism, Language and Intercultural Communication, and International Journal of Bias, Identity, and Diversities in Education.
Steve Marshall is a Professor in the Faculty of Education and Associate Dean of Research and International at Simon Fraser University (SFU). His research focuses on plurilingualism, academic literacy, and international teacher education. Steve was academic coordinator for SFU’s Foundations of Academic Literacy course from 2006 to 2020 and is author of the Advance in Academic Writing series published by TC-Media ELT. Steve has over 30 years’ experience teaching and researching English for Academic Purposes, Academic Literacy, and Applied Linguistics, and he completed his doctoral studies at University College London’s Institute of Education, UK.
Jordan Stouck is a Professor of Teaching in the Faculty of Creative and Critical Studies at the University of British Columbia. She has a PhD from Queen’s University and has taught writing studies and communications for the past 20 years at both UBC and the University of Lethbridge. Jordan has served as Director of UBC’s Centre for Scholarly Communication, 2013-2014, Associate Dean, 2019-2022, and is currently Head of the Department of English and Cultural Studies. She is the co-author of two Canadian editions of the composition textbook, Writing Today, and has published articles in Canadian Journal for the Study of Discourse and Writing and Canadian Journal for the Scholarship of Teaching and Learning, among others.
Ru Yao is a PhD student in the Languages, Cultures, and Literacies program at Simon Fraser University. Her research interests lie in plurilingualism, translanguaging, and new materialist approaches to language and literacy. She is particularly interested in how language practices, multimodality, and ideology shape identity, belonging, and community engagement in multilingual and globalized contexts.
Naeem Nedaee is an interdisciplinary humanities Scholar currently pursuing a PhD in Interdisciplinary Studies at the University of British Columbia. Naeem’s research areas include posthumanism, new materialism, critical animal studies, critical theory, and visual culture studies. He is also engaged in research related to academic integrity and linguistic justice. Naeem’s work has been featured in the Canadian Journal of Film Studies, the Midwest Quarterly, Atlantis, and Bulletin de la Société Royale des Sciences de Liège.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
About the Event
BCcampus is proud to host the third annual Digital Learning Strategy Forum, sharing best practices, lessons learned, and forward-thinking approaches to enhance the digital aspects of post-secondary education across B.C. Over three days, we will explore initiatives to build capacity and align efforts with the B.C. Post-Secondary Digital Learning Strategy. Join us for this online, province-wide gathering designed to foster cross-institutional sharing and collaboration.
- Register now!
- Submit a session proposal by September 15, 2025.
About the Event
In this webinar, we dig into research that measures the level of institutional support for open educational practices (OEP) across the B.C. post-secondary system.
OEP includes the creation, use, and reuse of open educational resources (OER), open pedagogies, and the open sharing of teaching practices (Cronin, 2017). This research used the ISAT2 (Institutional Self-Assessment Tool) to evaluate institutional supports for open educational practices in six categories: vision and implementation; partnerships; policies, incentives, and professional development; institutional supports; leadership and advocacy; and culture change. We will explore similarities and differences across institution type and region and look at how B.C. compares to Ontario. We will also explore strategies to ensure open education is sustainable and continues to have long–term benefits for students and instructors in B.C.
This research project was completed by the Inclusive Education Research Lab at Brock University in collaboration with BCcampus.
Register Now!
This notice is to inform you that this session may be recorded, archived, and shared after the event.
About the Facilitators
Dr. Rajiv Jhangiani (he/him) is the Vice Provost, Teaching and Learning and Director of the Inclusive Education Research Lab at Brock University, where he holds faculty appointments in the Departments of Educational Studies and Psychology and is affiliated with the Social Justice Research Institute and the Social Justice and Equity Studies program. The architect of Canada’s first zero textbook cost degree programs and a leading scholar on open education, he has worked with institutions across the world to develop their capacity to support open educational practices. Dr. Jhangiani formerly served as an ambassador for the Global Advocacy of Open Educational Resources with the International Council for Open and Distance Education and serves on the board of directors of Open Education Global.
Oya Pakkal is a PhD candidate in Brock University’s Psychology Department and a doctoral student member of the Inclusive Education Research Lab. She received her Honours BA in Cognitive Science of Language and Honours BSc in Psychology, Neuroscience & Behavior at McMaster University, and her MA in Psychology at Brock University. Her SSHRC funded doctoral research (CGS-D) focuses on experiences of invisibly or visibly marginalized learners. As a 2023–2024 Open Education Research Fellow, Oya also contributes to projects involving OERs, with a focus on how design choices influence student perceptions of belonging, access, and equity in educational settings. She has co-authored peer-reviewed articles on topics such as the impact of zero textbook cost initiatives, and student perceptions of social justice framing in course syllabi. Oya also contributed to a sector-wide report released by eCampusOntario, On a Path to Open, highlighting the role of OERs in improving affordability and access across Ontario’s post–secondary institutions.
Clint Lalonde is an educational technologist and advocate for the use of open educational resources and open educational practices in higher education. He has worked in various positions within the British Columbia post-secondary system for 25 years and is currently the interim Executive Director of BCcampus. A founding member of the BC Open EdTech Collaborative, Clint has served on numerous advisory boards for open education projects and is a past board member of the Apereo Foundation.
Josie Gray (she/her) is the Interim Director of Open Education at BCcampus, where she develops and implements projects, learning events, and initiatives that advance open educational practices in the B.C. post-secondary system. She has a master of design in inclusive cesign from OCAD University and a BA (Hons) in History from the University of Victoria.
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.
Event Description
Join us for this one week Facilitating Learning Online (FLO) MicroCourse about the First Peoples Principles of Learning, which represent common elements in the varied teaching and learning approaches relevant to Indigenous communities.
Learning Outcomes
By the end of the course, participants will be able to:
- Identify and familiarize themselves with the First Peoples Principles of Learning
- Apply the First Peoples Principles of Learning to their course development and delivery
Course Logistics
Time commitment: 6–8 hours
Format: Asynchronous
While most of the learning will happen asynchronously, we will offer an optional synchronous session on Tuesday, December 2, 2025, 3:30–4:30 p.m. PST.
Register Now!
This notice is to inform you that this session will be recorded, archived, and shared with course registrants.
About the Facilitators
Your FLO Facilitators will be Connie Strayer and Robyn Grebliunas.
Connie Strayer (she/her) is Métis and German. With gratitude, she acknowledges the Qualicum and Snaw-naw-as 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, 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 Grebliunas (she/her) is 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 and she is grateful for her many years of working in public and private Indigenous post-secondary education. Robyn has a master’s degree in professional communications, with research focused on creating relationship efficacy in the digital realm. She is passionate about creating online education learning experiences for adult learners, and her educational philosophy combines traditional grassroots learning with two-way and strength-based learning. Robyn has had the honour of working under the teachings of many Indigenous Elders and Knowledge Keepers in many First Nations communities in B.C. and Alberta; this opportunity has greatly influenced her approach to education.