Session Description
Join us for a one-hour webinar to learn how you can grow your expertise in copyright law through Creative Commons.
Creative Commons (CC) is an international non-profit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture needed to address the world’s most pressing challenges. Its CC Certificate program offers in-depth courses about CC licenses, open practices, and the ethos of the commons.
Content creators, writers, educators, librarians, staff, and graduate students in B.C. and Yukon post-secondaries are eligible for a 15% discount towards registration for CC Certificate training for training sessions offered in 2025 (January and June).
Save the date for this webinar to learn more, ask questions about this opportunity, and hear how colleagues who have completed this training are applying their knowledge.
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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.
Panelists
Jennryn Wetzler (she/her) is the director of learning and training at Creative Commons and oversees its training programs, including the Creative Commons Certificate program, which has served over 68 countries. Jennryn manages CC’s open education platform: a community group of open education advocates around the world. She also manages CC’s open journalism efforts, and consulting work. Jennryn enjoys focusing on projects that increase equitable access to information, believing that journalism and education are pillars of any democracy, and essential human rights.
Emily Schudel (she/her) is an instructional designer in eLearning and open education, as well as the chair of the centre for excellence in teaching and learning at Camosun College. She has worked as an instructional designer for over 30 years, worked with faculty to enhance their courses with technology, taught blended and online courses, and in 2018 began her journey into open education, becoming Creative Commons certified, and supported faculty who are engaging in open education work using WordPress, Pressbooks, H5P and other open platforms.
Kaitlyn Zheng (she/her) is the coordinator of project support and open publication at BCcampus. She is working in open publishing and she supports various OER development projects in the B.C. post-secondary sector. Kaitlyn has recently completed the Creative Commons Certificate for Educators in June 2024.
About the MicroCourse
Join this one-week Facilitating Learning Online (FLO) MicroCourse and explore the intersection of Emotional Intelligence (EI) and Generative Artificial Intelligence (GenAI) in the context of higher education.
Participants, including students, faculty members, and staff will explore various aspects of EI and GenAI, focusing on emotional growth, empathy development, and creating a more supportive and inclusive university environment.
Learning Outcomes
Understand the role of EI and GenAI in higher ed for self-awareness and communication by: 
- Developing empathy and communication through AI-driven activities.
- Learning conflict resolution and ethical leadership with GenAI support.
- Using GenAI tools for mental health and resilience, creating personal growth plans.
- Assessing ethical use of GenAI in enhancing EI for responsible communication and personal development.
The course will be delivered asynchronously online, with an estimated time commitment of 10-12 hours for the week. We have scheduled a kick-off synchronous session on Monday, October 28, 2024, from 10:00 to 11:00 a.m. PT.
Register Now!
Registration closes October 25, 2024 at 1:00 PM PT.
Facilitators
Your FLO Facilitators for this course are Dr. Afsaneh Sharif, Dr. Mostafa Nazari, and Lucas Wright.
Afsaneh Sharif (she/her) has more than two decades’ experience in higher education and works as a senior project manager and faculty liaison at the University of British Columbia. Her expertise lies in project management and learning design, particularly within the sphere of online learning. Afsaneh holds a PhD in Knowledge Management, concentrating on enhancing the quality of online education programs. By applying research findings to develop effective educational strategies, she upholds the highest standards in digital and online learning and other modalities.
Additionally, Afsaneh is co-chair of the B.C. Digital Learning Advisory Committee in the Ministry of Post-Secondary Education and Future Skills. Her interests include promoting equity, diversity, and inclusion; improving quality; ensuring accessibility; advancing online learning; fostering community practice; advocating for open education; and implementing UDL principles. Lately, her focus has shifted towards investigating the potential and challenges of GenAI in the educational sector, with an emphasis on accessibility and inclusion.
Dr. Mostafa Nazari (he/his) is an assistant professor in the Arts, Communications, and Social Sciences Department and is head of the English Department at University Canada West. He has recently co-authored a paper on artificial intelligence and higher education, titled “Developing effective prompts to improve communication with ChatGPT: a formula for higher education stakeholders.” Dr. Nazari has designed and conducted several workshops on technology and artificial intelligence for faculty members in Vancouver.
Lucas Wright (he/his) is a senior education consultant at the University of British Columbia (UBC). With more than 14 years’ experience, he specializes in learning technology and design, particularly in the application of GenAI. His background includes a Master of Arts in Adult Education from UBC and certifications in digital storytelling, instructional skills, and online learning. His goal is to enhance teaching and learning by integrating GenAI to foster dynamic and innovative learning environments.
About the session
As a learner and educator with disabilities, the digital accessibility of published research, cultural production, project management and collaboration tools, and knowledge-sharing environments is viscerally significant to me. When information, digital practices and environments are accessible, I can move with ease, breathe deeply with the work, and listen to, and for, the spoken and unspoken discourses.
When I encounter digital inaccessibility, my field of inquiry becomes extrinsically limited. Over and over, I face the same dilemma. Do I surrender my momentum to troubleshoot a barrier? Or do I surrender my agency to delimit the bounds of my own research? Digital accessibility is central to my workflow, my construction of knowledge and my ability to construct knowledge with others. I am not alone.
In this session, we will talk about digital accessibility relative to research inquiry, production, and dissemination. We will look at a crip hack for literature collection and sorting that is now an open resource on digital accessibility, as well as some digitally accessible examples of knowledge-sharing and research production.
Everyone is welcome, but I want to put a special call out to disabled educators, learners and others working in the field of digital accessibility, including disability services staff and librarians. Let’s use this session to talk about the messiness of digital accessibility and co-create some pathways toward centering digital accessibility in research praxis.
Speaker
Kim Ashbourne (she/her) has worked as a learning experience designer focusing on accessibility, a digital project manager, and a digital writing instructor. She is a graduate student in educational technology in the department of curriculum and instruction and graduate affiliate of the technology integration and evaluation research lab in the faculty of education at the University of Victoria.
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 series
The Research Speaker Series offers participants and presenters an opportunity to learn and share knowledge on research methods, approaches, and pedagogies around accessibility, access, Indigenous engagement, and equity, diversity, and inclusion (EDI) in teaching and learning.
These livestream webinars take place every month from September to December and will allow you to learn about new research directly from the researchers.
Sessions
- September 10, 2024 – Arts-based research as paradigm, manifesto and mission for volatile times, Geo Takach, Royal Roads University
- October 29, 2024 – Centring digital accessibility in research praxis, Kim Ashbourne, University of Victoria
- November 26, 2024 – Using the 5Rs as an Indigenous research framework, Dr. Jean-Paul Restoule, University of Victoria
- December 10, 2024 – Creating communities of care for academic spaces: a critical, collective, and pragmatic approach, Petra Boynton
Learning outcomes
By the end of this series, participants will be able to:
- Broaden their knowledge and research skills in the B.C. post-secondary context.
- Learn about Indigenization, EDI, decolonization, and accessibility in research.
- Be inspired to participate in research communities of practice or explore themes in their work.
- Connect with academics and community members who share similar interests.
Session Description
This session will provide an overview of alternative techniques, tools, and strategies blind and low vision (B/LV) students use to succeed in their courses. Drawing from his experience as a blind student and the collective knowledge of the B/LV community, the facilitator, Ka Li, will offer practical insights to help make courses more inclusive for B/LV students, with an emphasis on science, technology, engineering, art, and math (STEAM).
By the end of the session, you will:
- Understand the types of tools, strategies, and alternative techniques B/LV students may use in the classroom
- Understand the importance of a collaborative approach.
- Come away with resources to learn more about the topics discussed in this session
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 may be recorded and the recording will be openly available.
About the Facilitator
Your facilitator for this session will be Ka Li.
Ka (he/him/his) is an accessibility consultant focusing on digital access and tactile graphics. He is dedicated to empowering blind and low vision people to use tactile graphics and advocates for their inclusion in novels and leisure activities. Ka strongly believes in universal accessibility, emphasizing STEAM fields where persons with disabilities are underrepresented. Ka recently graduated with a Bachelor of Arts in the Kinesiology and Health Sciences Honours program at York University. In his free time, he enjoys practicing Krav Maga and reading good books.
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 Fall Workshop
While innovations in educational technology offer exciting new possibilities, they also raise ethical questions around accessibility, sustainability, and responsible use.
At our online fall workshop, we will explore the complex intersection of educational technology and these critical topics as we navigate the path towards more equitable and sustainable learning environments.
Join us to explore how educational technologies are affecting climate change and the importance of making informed decisions about the technologies we use. Diversity and inclusion will be central to our conversations, as we unpack the many barriers technology can create or remove. Finally, we will grapple with the ethical dilemmas that arise when using educational technologies and learn how to make well-informed choices about the tools we integrate in our courses.
Whether you are an experienced EdTech leader, or new to these discussions, this workshop will provide a space to gain knowledge, share insights, and collaborate on shaping the future of responsible teaching and learning.
Presentation topics will address the following questions:
Sustainability
- What are the environmental impacts of our educational technology choices at the course, program, or institutional level?
- How has climate change impacted teaching and learning?
- How can we use educational technology to promote a sustainable future?
Accessibility and Inclusion
- How is diversity and inclusion considered when selecting, evaluating, and using technology?
- How do we ensure equitable access to technology?
- How can using educational technologies enhance or detract from creating equitable and accessible learning environments?
Ethics and EdTech
- How do we ethically and critically engage with the use of technology and meaningfully choose the tools that we’re going to use?
- How is data privacy and ownership considered when selecting and using educational technology?
Register Now!
Parts of this workshop may 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.
Join us for a special gathering for educators, instructional designers, and curriculum developers from across Vancouver Island. The one-day, in-person workshop led by author, Jo Chrona, is a partnership with BCcampus, Royal Roads University, and Deloitte.
As we respond to the United Nations Declarations on the Rights of Indigenous Peoples, we continue to engage in challenging conversations about inequity and systemic racism in education. This event provides a platform to have some challenging conversations around Jo Chrona’s book, Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education. Together, we’ll explore how to incorporate Indigenous pedagogy into learning design, supporting a stronger education system rooted in cultural understanding.
In a combination of presentation and small group work and discussions, we will explore:
- The intersections between Indigenous education and anti-racism in our systems,
- How Indigenous-informed pedagogies can help create stronger education experiences for all,
- What it can mean for each of us to move from fear, to learning, to growth,
- How we can understand the roles of fear and bias in our work, and
- How we can build on relationships and use our spheres of influence to create meaningful change.
Please note this is an in-person event, and it will not be streamed. While participants are not required to have read Wayi Wah! in advance, we encourage familiarizing yourself with its content.
BCcampus is honoured to have Elder Butch (Clarence) Dick welcome us as we gather at Royal Roads University.
Registrants can sign up for an optional walk starting at 2:30 p.m. Capacity is limited, so be sure to register early to secure your spot. Cowichan Elder Kenneth Elliott will take participants on an interpretive walk of Charlie’s Trail, graciously sharing his deep ancestral knowledge of forest flora passed down to him by his grandmother. He calls the walk “looking at the forest through my grandma’s eyes,” and through that lens, everything in the forest is either food, medicine, or a tool, and nothing is taken for granted or without gratitude. Participants should wear appropriate clothing and footwear. It is described as a “moderate walk”, especially when wet. The interpretive walk will take between 60 and 90 minutes.
Register now!
Please register using your B.C. post-secondary email. This is a regional workshop with a focus on Vancouver Island, but members of the greater B.C. post-secondary community are welcome to attend. As this is a free event with limited capacity, please contact us in advance if you can no longer attend the event so we can make the spot available to others.
About the Facilitator:
Jo Chrona is a speaker, education consultant, Indigenous education advocate, and the author of Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education (2022). Jo is Ganhada of Waap K’oom, a member of the Kitsumkalum First Nation, a Ts’msyen community in British Columbia, and has European ancestry. She lives on Salt Spring Island, on the traditional territories of the W̱SÁNEĆ (Tsawout) and Quw’utsun.
Jo’s professional experience includes over 25 years teaching in both the K-12 and post-secondary systems in B.C., working as a policy analyst and curriculum manager for the First Nations Education Steering Committee, an advisor to B.C.’s Ministry of Education, and a faculty associate in Simon Fraser University’s (SFU) teacher education program. Jo has also been involved in curriculum development and resource writing, professional learning through inquiry networks, and Indigenous education. She participated in various aspects of educational transformation in B.C.’s K-12 system and the development of Indigenous education policies, and managed and contributed to the development of authentic Indigenous teacher resource guides. She is exploring the connections between Indigenous-informed pedagogies and authentic assessment.
Jo has a Bachelor of Arts from SFU, a diploma in education from the University of British Columbia (UBC), and a Master of Educational Technology from UBC. Jo is passionate about helping create systemic change in education systems to create truly inclusive, high-quality, strength-based education experiences for all learners. She consults and provides professional learning sessions focusing on the intersections of Indigenous education and anti-racism.
Partners:
This event is brought to you through a partnership with BCcampus, Royal Roads University, and Deloitte.
About the Session
This interactive workshop is perfect for educators looking to harness the full potential of Canva, a free-to-use online graphic design tool. Whether you’re a Canva novice or a seasoned user, you will discover powerful design hacks to create engaging learning materials in minutes.
The workshop will cover:
- Exploring Magic Studio and other AI-driven tools to automate tasks and personalize your designs
- Understanding ethical considerations and data privacy to ensure responsible use of AI in the classroom
- Learning about the benefits of Canva for Education and Canva for Campus, including how they can support collaboration and streamline design workflows
- Discussing how Canva’s AI aligns (or doesn’t) with UNESCO’s Guidance for generative AI in education and research and the B.C. Post-Secondary Digital Literacy Framework
By the end of this workshop, you will be a Canva pro, ready to create useful learning materials and leverage the latest features for a more visually stimulating classroom experience.
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:
Prabhjot Bhamra (she/her) is a dedicated instructional designer with over four years’ experience educating, tutoring, and training adults in various settings. Currently pursuing a master of education in curriculum and pedagogy at the University of Toronto, Prabhjot is committed to developing innovative learning solutions that enhance teaching and student success. In her role at BC Emergency Health Services, she has played a key role in revamping educational courses using cutting-edge tools to improve learner engagement and outcomes.
About the Series
Discover the BCcampus EdTech Sandbox Series, workshops empowering educators, learning designers, and graduate students in B.C.’s post-secondary institutions to explore, experiment with, and evaluate cutting-edge tools for enhancing teaching excellence and student success. Aligned with the B.C. Post-Secondary Digital Literacy Framework, this program emphasizes a support technology perspective, encouraging open-mindedness, curiosity, troubleshooting skills, and the selection of appropriate tools for work and study.
Focus Areas for 2024-2025:
- The AI Sandbox: A space dedicated to experimenting with, and reviewing, artificial intelligence (AI)-based learning technologies.
- The No-Go EdTech Sandbox: A space aimed at examining learning technologies educators, students, and staff should avoid using in teaching and learning, and why.
In these two-hour live streamed webinars, expert leaders will introduce and demonstrate cutting-edge, open, and free, or low-cost educational technology tools.
By actively participating in these sandbox sessions, participants will experiment with tools, work with fellow educators to review features of the tools, gain insights into teaching activities, and discover ways to integrate these tools into courses.
Recordings of the presentations and reviews of the tools will be available on our website following the event.
EdTech Sandbox Series Sessions:
- September 18, 2024 — Beyond Surveillance: The Case Against AI Detection and AI Proctoring, Ian Linkletter, BCIT
- October 16, 2024 — Learning Design with ChatGPT: Implications for AI Literacy, Hajime Kataoka, University of Victoria
- November 6, 2024 — Design Smarter: Harnessing Canva’s AI for Enhanced Educational Outcomes, Prabhjot (Prab) Bhamra, University of Toronto
- January 22, 2025 — Exploratory Learning: Effectively Integrating AI with Hypothesis, Julia Grav and Emily Schudel, Camosun College
- February 26, 2025 — Exploring Animaker for Teaching and Learning, Maryam Safa Schneider
BCcampus is proud to host the second 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 two days, we will explore initiatives to build capacity and align efforts with the B.C. Post-Secondary Digital Learning Strategy.
Join us for this province-wide gathering, designed to foster cross-institutional sharing and collaboration.
The Digital Learning Strategy Forum will be held on November 13 and 14, 2024, in-person at Simon Fraser University Harbour Centre in Vancouver, B.C., and online in Zoom.
Find out more about this event on the Digital Learning Strategy Forum website.
About the MicroCourse:
Teaching is often a solitary practice; we rarely invite colleagues into our classrooms or see how our colleagues teach. This is often due to academic structures and because it can feel intimidating. However, discussions and feedback from peers can help us strengthen our teaching skills, including online teaching.
During this Facilitating Learning Online (FLO) MicroCourse, you will learn about research on “paired teaching” and “Teaching Triangles,” two programs that promote professional development through mutual observation and discussion. Key features of productive mutual observations include:
- Each instructor articulating their own goals for learning from the process,
- Giving space for both the teacher and the observer to learn from observations, and
- Establishing what makes productive (and non-productive) feedback.
This FLO MicroCourse will prepare participants to engage in reciprocal peer observations for professional development, if they choose to do so (optionally after the course). Participants will have the chance to identify where they might like peer feedback on their teaching and examine any potential fears around being observed. They will gain practical experience in observing teaching, giving productive feedback, and learning from these observations. We will discuss equity considerations in observations and giving and receiving feedback. At the end of the course, participants interested in continuing reciprocal observations will be paired with a fellow participant.
Learning Outcomes:
Upon completion of this course, participants will have the opportunity to:
- Feel excited about learning from reciprocal observations
- Recognize the value of teaching observations for both the observed teacher and the observer
- Reflect on areas of their own teaching where they would like feedback and/or inspiration
- Know features of positive productive feedback, including equity considerations in giving and receiving feedback
- Experience reflecting and giving feedback in a practice observing scenario online
- Reflect on potential fears or challenges of being observed
Participants should anticipate at least one hour per day of asynchronous learning. Two optional synchronous sessions are planned for the week:
- Tuesday, November 19, 12:00-1:00 p.m.
- Friday, November 22, 12:00-1:00 p.m.
While attendance is encouraged, the sessions will be recorded for those who cannot attend.
Register now!
About the Facilitator:
Your FLO facilitator for this FLO MicroCourse is Linda Strubbe.
Linda (she/her), Ph.D., is a Vancouver-based independent educational consultant for science, technology, engineering and mathematics (STEM) higher education at Strubbe Educational Consulting. She is passionate about supporting educators’ collaboration, agency, and joy in teaching. Through workshops, communities of practice, and curriculum development, she supports university faculty in North America and beyond in developing skills for effective and equitable teaching. She also supports STEM education projects as an external evaluator.
Linda, along with her collaborator Dr. Bonaventure Okere from Nigeria, recently won the 2024 International Astronomical Union (IAU) Astronomy Education Prize. This prestigious award recognizes individuals and organisations for their outstanding contributions to the field of astronomy education. The duo was recognized for their work on the Pan-African School for Emerging Astronomers (PASEA), a program for African university students that they co-founded in 2013. Linda was acknowledged for her leadership in developing an inquiry-based curriculum, leading professional development for instructors, and evaluating student learning.
Linda’s doctorate is in astrophysics from the University of California, Berkeley, and she has postdoctoral experience in physics and astronomy education research and faculty development in both Canada and the U.S. She was a Science Teaching & Learning Fellow with the Carl Wieman Science Education Initiative (CWSEI) at the University of British Columbia (2015-18). Linda is also co-director for the PASEA, and has worked with the University of Central Asia, American Physical Society, and American Association of Physics Teachers. She is excited to work with BC Campus to offer this new FLO MicroCourse!
About the session
Let’s get back to some basics! In discussing the utility of a 5Rs framework for engaging in Indigenous research, it is helpful to remind ourselves what is meant by research, Indigenous research, decolonizing research, and how the 5Rs might help us achieve these goals.
By situating self in relation to spirit, family, community, and nation, Anishinaabe researcher, Jean-Paul Restoule, reminds us that we are known in relation and what can be known is also approached through relationship. In Indigenous research, the process is as important, or more important, than the product or outcome. Therefore, it is important to be conscious of how we come to know.
Based on Verna Kirkness and Ray Barnhardt’s description of the 4Rs needed for Indigenous success in higher education, this research approach prioritizes respect, responsibility, relevance, and reciprocity as ways to ensure our research is responsive to Indigenous communities.
In sharing an approach that includes the 4Rs plus relationship as a critical fifth ‘R’, Restoule will also touch on some other key Rs like reverence, refusal, and responsiveness.
In Anishinaabe approaches, underlying values like wisdom, love, respect, honesty, bravery, humility, and truth are helpful in grounding the researcher. Restoule will touch on the importance of connecting to underpinning local values in conducting Indigenous research as well as implications for Indigenist vs. Indigenous research.
Speaker
Dr. Jean-Paul Restoule (he/him) is professor and chair of the department of Indigenous education at University of Victoria. He is Anishinabe from Dokis First Nation in Ontario, and his research includes Indigenizing and decolonizing teacher education and investigating the use of Indigenous knowledge in online learning environments. Restoule is also co-editor of Indigenous Research: Theories, Practices, and Relationships (Canadian Scholars’ Press, 2018), a ground-breaking collection for students and scholars interested in learning how Indigenous research is carried out in practice.
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 series
The Research Speaker Series offers participants and presenters an opportunity to learn and share knowledge on research methods, approaches, and pedagogies around accessibility, access, Indigenous engagement, and equity, diversity, and inclusion (EDI) in teaching and learning.
These livestream webinars take place every month from September to December and will allow you to learn about new research directly from the researchers.
Sessions
- September 10, 2024 – Arts-based research as paradigm, manifesto and mission for volatile times, Geo Takach, Royal Roads University
- October 29, 2024 – Centring digital accessibility in research praxis, Kim Ashbourne, University of Victoria
- November 26, 2024 – Using the 5Rs as an Indigenous research framework, Dr. Jean-Paul Restoule, University of Victoria
- December 10, 2024 – Creating communities of care for academic spaces: a critical, collective, and pragmatic approach, Petra Boynton
Learning outcomes
By the end of this series, participants will be able to:
- Broaden their knowledge and research skills in the B.C. post-secondary context.
- Learn about Indigenization, EDI, decolonization, and accessibility in research.
- Be inspired to participate in research communities of practice or explore themes in their work.
- Connect with academics and community members who share similar interests.