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.
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
As artificial intelligence and algorithmic tools become increasingly embedded in educational technologies, such as plagiarism detection systems and adaptive learning platforms, faculty must grapple with both their potential and their pitfalls. While these tools promise efficiency and personalization, they can also reproduce and amplify biases. These biases can influence everything from automated grading and learning analytics to recruitment and admissions processes, often invisibly. This workshop will continue the conversation on algorithmic literacy where we will critically evaluate how algorithmic systems work, whose values they encode, and how they impact diverse learners. Participants will explore how algorithmic bias manifests in educational settings, examine the structural inequities it reinforces, and consider strategies to mitigate harm. 
By the end of the session, participants will be able to:
- Recognize how biases are perpetrated by algorithmic systems and educational technologies
- Identify which student groups are most affected by these biases
- Apply principles of algorithmic literacy to evaluate and use educational technologies more equitably
- Develop practical approaches to supporting students who may be disproportionately impacted
Registration Coming Soon
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 Facilitator
Britt Dzioba (she/her) is a Learning and Teaching Advisor with BCcampus where she works to support educators grow their digital skill sets through resource development. Britt holds a master of education from the University of British Columbia, where her graduate research focused on digital literacy education in community-based programs. Currently, her research interests are developing digital literacies among educators, supporting neurodiversity in higher education, and emergent educational technologies.
About the Session
This FLO (Facilitating Learning Online) MicroCourse invites educators from any discipline to envision and frame their teaching in relation to climate emergency. Together, we will explore three practical models of climate change education emphasizing justice, hope, and decolonial perspectives: Climate-Kind Pedagogy, The Hope Wheel, and the Care-Know-Do Framework.
Through interactive videos, reflective discussions, and a live networking conversation, participants will consider how these models can inspire transformative learning in their unique teaching contexts. Participants will leave the course with concrete ideas for bringing climate conversations, action, and hopeful engagement into their classrooms.
By the end of the course, participants will be able to:
- Describe three climate education models and their core features.
- Assess how each model could be adapted for use in their own teaching.
- Create a personalized action plan for integrating climate-responsive teaching strategies into a course (i.e. an assignment, lessons, outcomes).
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 Thursday, January 15, 2026, 2:00–3:00 p.m. PST.
Registration Coming Soon
This notice is to inform you that this session will be recorded, archived, and shared with course registrants.
About the Facilitator
Lauren Anstey (she/her/hers) is an Educational Developer who works at College of the Rockies as a Teaching and Learning Specialist. Lauren was born on Treaty 29 Territory, where her ancestors of Irish, Belgian, and Scottish heritage were farmers for many generations. To her professional work, Lauren offers experience in curriculum design and authentic inquiry learning, holding a PhD in Curriculum Theory from Queen’s University. Recently, her research interests have been directed at how learning can be transformational for students in preparing for a rapidly changing future. Lauren lives in Ktunaxa ɁamakɁis in ʔa·kisk̓aqǂiʔit.
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
How can we facilitate maximally accessible online learning environments while recognizing that some learners will experience access barriers where other learners experience access supports? Access friction can pose challenges to implementing access and demonstrates there is no ‘one size fits all’ approach (Glossary, Access Anthology: Reflections on Disability Art and Culture, Gallery TPW, 2023, p. 66).
During this Facilitating Learning Online (FLO) MicroCourse, learners will have the opportunity to explore effective methods for navigating what some disability communities call access friction. Through problem-based learning, participants will develop inclusive, non-hierarchical ways of anticipating, navigating, and responding to access friction by drafting statements for their course syllabi that detail their planned approach.
Participants also will review each other’s draft statements, allowing them to:
- Identify frequently encountered sources of access friction (Example: cameras on to facilitate lip-reading versus cameras off to support mental health needs)
- Craft student-centered approaches to navigating access friction in online environments
- Provide constructive peer review for syllabus accessibility statements using online asynchronous annotation tools
Learning Outcomes
By the end of the course, participants will be able to:
- Recognize what constitutes access friction in online learning
- Practice effective methods for mitigating access friction in flexible and inclusive ways
Course Logistics
Time commitment: Six to eight hours
Format: Asynchronous
While most of the learning will happen asynchronously, we will offer an optional synchronous session on Thursday, January 22, 2026, 10:00–11:00 a.m. PST.
Registration Coming Soon
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
Stefan Sunandan Honisch (he/him) is a disabled researcher, educator, and musician. He is a sessional instructor in Theatre Studies, and a Scholar-in-Residence at St. John’s College, on the traditional, ancestral, and unceded lands of the Musqueam Nation, on which the University of British Columbia’s Vancouver campus is situated. Honisch has also previously worked for the B.C. Public Service Agency’s Learning Centre.