About the Session
This session explores innovative approaches to challenging colonial narratives through digital embodied story practices and research-creation methodologies.
Discover how traditional sm̓iʔmay̓ (Syilx) storytelling intersects with cutting-edge digital technologies to create powerful new forms of Indigenous expression and resistance. Belanger will share insights from her groundbreaking research, demonstrating how digital platforms can be harnessed to preserve Indigenous knowledge, promote cultural resurgence, and imagine Indigenous futures. This session offers a unique opportunity to explore the potential of digital storytelling in decolonizing narratives and creating space for Indigenous voices in the digital realm. Participants will gain valuable perspectives on bridging ancestral wisdom with modern technology, and will learn about the transformative power of Indigenous futurisms in challenging dominant cultural narratives. Whether you’re an academic, artist, storyteller, or simply interested in the intersection of Indigenous culture and digital innovation, this session promises to be both informative and inspiring.
Speaker
Mariel Belanger is a PhD Candidate (ABD) in cultural studies at Queen’s University, whose research focuses on “Storytelling sm̓iʔmay̓ Futurisms from the Digital Frontier.” As an Indigenous scholar and artist, Belanger’s work challenges colonial narratives through innovative digital storytelling practices and research-creation methodologies. Her groundbreaking approach combines traditional sm̓iʔmay̓ (Syilx) storytelling with futuristic digital technologies, creating a unique space for Indigenous voices in the digital realm. Belanger’s research explores how digital embodied story practices can serve as powerful tools for decolonization and cultural revitalization. Through her work, Mariel Belanger is not only preserving and promoting Indigenous knowledge systems but also reimagining her place in our increasingly digital world. Her interdisciplinary approach bridges the gap between ancestral wisdom and cutting-edge technology, paving the way for new forms of Indigenous expression and resistance in the digital age.
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 BCcampus Winter 2025 Research Speaker Series offers participants and presenters an opportunity to learn and share knowledge and advocacy 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 January to March and will allow you to learn about new research directly from the researchers.
Sessions
- January 21, 2025 – Storytelling sm̓iʔmay̓ Futurisms from the Digital Frontier. Challenging Colonial Narratives through a Digital Embodied Story Practice and Research-Creation, Mariel Belanger, Queen’s University
- February 25, 2025 – Transparent, Detailed, Ethical: An Introduction to the Artificial Intelligence Disclosure (AID) Framework, Kari D. Weaver, University of Waterloo Libraries
- March 11, 2025 – Engaging in Great Practices for Research on Teaching and Learning, Brett McCollum, Thompson Rivers University
Learning Outcomes
By the end of this series, participants will be able to:
- Broaden your 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 the themes in your work.
- Connect with academics and community members who share your interests.
About the Session
In this hands-on sandbox session, you will create a hypothes.is account and trial public, group and review LMS embedded activities. We will discuss how hypothes.is helps engage students in exploratory reading, provides informal opportunities for sharing personal experience, and highlights misinformation. We will demonstration how AI can be used to enhance and generate social interaction prompts.
In this Sandbox workshop, we will explore how to:
- enhance a sense of belonging for students in online and in-person courses
- develop effective writing prompts using AI
- annotate videos and images
- show examples of co-create knowledge through annotated readings
- use hypothes.is in multiple use-cases
- discuss rubrics for assessing student work
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 Facilitators
Julia Grav (she/her) is an entrepreneur in the Victoria technology sector, managing a web development and design business for over 10 years. She actively consults with small businesses, not-for-profits, and NGOs to improve their branding, optimization, increase their web presence, and build customized website applications.
She began teaching at Camosun College in 2014 in the Department of Computer Science and is now a new faculty instructor in the School of Business, Applied Business Technology. She received her Bachelor of Arts from Concordia University and spent three years teaching in Turkey. In 2017, Julia graduated from Simon Fraser University with a Master of Education in Curriculum and Instruction.
Julia’s teaching philosophy aligns with the principles of Universal Design for Learning, bringing learning science and inclusivity into the forefront of her classroom. She emphasizes choice and autonomy, along with multiple, reiterative low-stakes assignments, to enhance her students’ learning experience. By offering timely feedback highlighting effort, and including positive strategies for future success, Julia encourages her students to build and develop their mastery in technology.
Emily Schudel (she/her) is an instructional designer in the eLearning unit of the Centre for Excellence in Teaching and Learning at Camosun College and has over 25 years’ experience. She has worked with faculty to enhance their courses with technology, taught blended courses combining face-to-face with online technologies, and delivered distance education using synchronous technologies (such as narrow-cast satellite, web-conferencing, audio-conferencing, and tele-conferencing) and asynchronous technologies (like D2L). Recently, Emily became Creative Commons certified and now collaborates with faculty on open education projects, using WordPress, Pressbooks, H5P and other open platforms.
In her spare time, Emily enjoys hanging out with husband, Kevin, and their many kitties, as well as photography, blogging, walking, meditation, and creative writing.
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
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 June 2025.
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.
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
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.
Donna Langille (she/they) lives and works as an uninvited settler on the unceded traditional territory of the Syilx Okanagan peoples. They are the open education librarian, as well as the subject liaison librarian for film studies, theatre, media studies, and the digital humanities at the University of British Columbia Okanagan (UBCO). They completed the SPARC Open Education Leadership Program in 2021.
Christina Hendricks (she/her) is a professor of teaching and academic director of the centre for teaching, learning, and technology at the University of British Columbia, Vancouver campus. She has been an open education practitioner, advocate, and researcher for over ten years, and completed the CC Certificate program for educators in 2018. Christina has worked with others to design and facilitate a few open online courses and is the series editor for a set of open textbooks for Introduction to Philosophy courses.
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
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 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
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
Register now!
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
Join Dr. Kari D. Weaver (University of Waterloo) as she introduces the newly launched Artificial Intelligence Disclosure (AID) Framework. As artificial intelligence (AI) tools—particularly generative AI based on large language models—become widely available, their use across education and research must be negotiated. The AID Framework tool provides a transparent, consistent, and targeted approach to attribute the use of AI in teaching and research work. The AID Framework can also serve as a solid foundation for discussing the ethical and productive use of AI across different contexts. This workshop will introduce the elements of the AID Framework, provide examples of AID statements used for both education and research purposes, and address some common questions and adaptations made to the AID Framework worldwide.
Speaker
Dr. Kari D. Weaver (she/her) is the learning, teaching, and instructional design librarian at the University of Waterloo Libraries and a sessional faculty member in the department of leadership, higher, and adult education at the Ontario Institute of Studies in Education (OISE) at the University of Toronto. She holds her M.L.I.S. from the University of Rhode Island and her Ed.D. from the University of South Carolina and has been a practicing academic librarian for 18 years at institutions in the United States and Canada.
Dr. Weaver’s extensive research background centers on the intersection of human information behavior and pedagogy. She publishes on a wide range of topics including information literacy, academic integrity, generative artificial intelligence, misinformation, scientific communication, educational research methods, online learning, and digital accessibility. Professionally, she is an executive member of the Trust in Research Undertaken in Science and Technology Scholarly Network (TRuST), an invited member of the American Library Association’s prestigious Intellectual Freedom Committee, and a member of the Canadian Association of Professional Academic Librarians’ (CAPAL) Research and Scholarship Committee. Her current work, including the development of the AID Framework, is conducted on the traditional territory of the Attawandaron (Neutral), Anishinaabeg, and Haudenosaunee peoples, location of the main campus of the University of Waterloo.
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 BCcampus Winter 2025 Research Speaker Series offers participants and presenters an opportunity to learn and share knowledge and advocacy 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 January to March and will allow you to learn about new research directly from the researchers.
Sessions
- January 21, 2025 – Storytelling sm̓iʔmay̓ Futurisms from the Digital Frontier. Challenging Colonial Narratives through a Digital Embodied Story Practice and Research-Creation, Mariel Belanger, Queen’s University
- February 25, 2025 – Transparent, Detailed, Ethical: An Introduction to the Artificial Intelligence Disclosure (AID) Framework, Kari D. Weaver, University of Waterloo Libraries
- March 11, 2025 – Engaging in Great Practices for Research on Teaching and Learning, Brett McCollum, Thompson Rivers University
Learning Outcomes
By the end of this series, participants will be able to:
- Broaden your 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 the themes in your work.
- Connect with academics and community members who share your interests.
About the Session
A dynamic and interactive two-hour webinar is designed to introduce educators to Animaker, a free and intuitive tool for creating engaging animations. In this session, you will learn everything you need to get started with Animaker, from signing up to create your first animation, to exploring its key features. The session includes a fun scavenger hunt to explore Animaker’s functionality, opportunities to collaborate with peers and share animation ideas, and hands-on practice building animations to foster a dynamic learning community. Whether you are a seasoned tech user or a complete novice, this webinar will provide the skills and confidence needed to bring animations into your classroom.
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
Maryam Safa Schneider (she/her) is an educator with over 16 years’ teaching experience, and a dedicated researcher and learning designer for the past four years. Her research focuses on the intersection of communication technology and mental health, exploring how technological advancements influence well-being and i
nterpersonal dynamics. She holds a bachelor of fine arts in visual arts from the University of British Columbia, a master of liberal arts in psychology from Harvard Extension School, and several specialized educational certificates, blending her passions for art, education, and mental health.
She serves an assistant professor at University Canada West, where she teaches general psychology and communication to undergraduate students. In her role as an educational consultant and learning designer, she develops dynamic, learner-centered experiences tailored to diverse educational and corporate settings. She provides personalized consultation and training that aligns teaching practices with emerging trends and best practices in education.
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, UVic
- 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
Session Description
This is a short session to familiarize you with accessible video content. If you record lectures, make instructional videos or demonstrations, produce social media content, or create any other video content, this session is for you!
Learning Outcomes:
- Evaluate video examples to identify accessibility issues
- Create a plan for creating accessible video content
- Apply the principles of integrated description to the video creation process
Agenda:
- Watch an example video and discuss areas for improvement
- Presentation on accessibility best practices when creating video content
- Presentation on tips and advice for incorporating audio descriptions into your video content
- Questions and answers
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 this session will be Luke McKnight.
Luke McKnight (he/his) is a digital accessibility specialist, an IAAP certified Accessible Document Specialist, and a Certified Professional in Accessibility Core Competencies. Luke works at Langara College snəw̓eyəɬ leləm̓ in Vancouver and is in the Inclusive Design graduate program at OCAD University. Find more information about Luke at Digital A11y.
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
Felten’s Good Practice in the Scholarship of Teaching and Learning (SoTL) provides a framework for researchers of teaching and learning within higher education. These principles emphasize the contextual nature of student learning, the importance of appropriate methodological practices, and the value of conducting inquiry in partnership with students. Recently, Hamilton and McCollum have proposed an additional principle for Great Practice in SoTL. This 6th principle serves to bridge the gap between research traditions of academic silos, improving the communication and application of scholarly findings for teaching practices across post-secondary settings.
In this session, McCollum will present models for engaging with students as partners, considerations for learner safety during research mentoring processes, and the importance of describing your research’s epistemological and ontological traditions for scholarly impact.
Speaker
Brett McCollum is the director of the centre for excellence in learning and teaching at Thompson Rivers University. He holds a PhD in chemistry (Simon Fraser University) and is a 3M National Teaching Fellow (2019). He is internationally recognized in the fields of scholarship on teaching and learning and discipline-based education research, serving as editor-in-chief of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL).
Prior to joining TRU, McCollum was a full professor in the department of chemistry and physics at Mount Royal University. He also held an inaugural board of governor’s teaching chair, focusing on educational leadership and has served as chair of SoTL Canada, a constituency group of the Society for Teaching and Learning in Higher Education.
McCollum’s passion for improving the student learning experience was recognized through the MRU Undergraduate Research Supervision Award (2019), the Student Association Open Education Champion Award (2020), and the Confederation of Alberta Faculty Associations Distinguished Teaching Award (2021). With research experience in both quantitative and qualitative methods, McCollum is enthusiastic about evidence-based scholarly teaching and creating the conditions for faculty, staff, and students to collaborate as partners for exceptional learning experiences.
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 BCcampus Winter 2025 Research Speaker Series offers participants and presenters an opportunity to learn and share knowledge and advocacy 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 January to March and will allow you to learn about new research directly from the researchers.
Sessions
- January 21, 2025 – Storytelling sm̓iʔmay̓ Futurisms from the Digital Frontier. Challenging Colonial Narratives through a Digital Embodied Story Practice and Research-Creation, Mariel Belanger, Queen’s University
- February 25, 2025 – Transparent, Detailed, Ethical: An Introduction to the Artificial Intelligence Disclosure (AID) Framework, Kari D. Weaver, University of Waterloo Libraries
- March 11, 2025 – Engaging in Great Practices for Research on Teaching and Learning, Brett McCollum, Thompson Rivers University
Learning Outcomes
By the end of this series, participants will be able to:
- Broaden your 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 the themes in your work.
- Connect with academics and community members who share your interests.