Join us for this free Facilitating Learning Online (FLO) virtual session as we wrap up our summer and prepare for the new academic year. We invite educators teaching this fall to bring their facilitation or design challenges to this 90-minute virtual coaching circle. In this FLO Friday session, participants will learn to use John Whitmore’s GROW model to ask questions as a way of supporting colleagues’ or students’ growth. 
The GROW model is an easy way to introduce coaching by using a framework to identify and set goals (G), reflect on the current reality (R), revisit options and opportunities (O), and set out with a plan that will (W) be done to achieve goals.
Participants will have the opportunity to practice this new learning in a facilitated coaching circle, where instructional challenges are brought forward and peers offer reflective questions to help find solutions.
Note: We use the GROW model of coaching at BCcampus to help each other work through challenges!
Registration Coming Soon
This event will not be recorded.
About the Facilitators
Robynne Devine (she/her) is the Senior Project Manager of the Project Management Office at BCcampus. Robynne holds a Master of Arts in Interdisciplinary Studies, specializing in leadership and organizational culture. In addition, Robynne designed and leads a peer coaching community of practice at BCcampus. When Robynne isn’t working she is likely cuddling with her dogs or playing with her grandson.
Event Description
Creating and selecting educational resources that centre equity requires intention and planning. Without this foresight, there is a risk of perpetuating biases and harm in both the field of study and society at large. This includes the potential for inaccessible content, offensive language, harmful stereotypes, and the undue promotion of dominant cultural norms, knowledge, and identities.
In this two-hour workshop, we will explore some harms that can be perpetuated through educational materials as well as frameworks that can help us resist that harm. We will then work together to develop an equity framework you can apply to your work.
Note: This workshop will include breakout rooms to allow for small group discussion and collaborative brainstorming. Anyone not comfortable with breakout rooms will be given the option to work on their own.
Registration Coming Soon
This session will not be recorded.
About the Facilitator
Josie Gray (she/her) is an advisor on the Open Education team at BCcampus, where she develops and implements projects, learning events, and initiatives that advance open education practices in the B.C. post-secondary system. Since 2016, Josie has been deeply involved in learning and instructing on accessibility best practices within open educational resources (OER). She has a Master of Design in Inclusive Design from OCAD University.
Event Description
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.
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
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.
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.
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 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.
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.