About the Session
This FLO MicroCourse uses a design sprint approach to help educators redesign a single assessment into AI-resilient versions. Here, AI-resilient means assessments structured so students cannot fully
outsource the work to GenAI without engaging in critical thinking, decision-making, and authentic learning. The MicroCourse follows a five-step sprint approach: understand & empathize, define & frame, ideate & create, prototype & refine, and rest & pitch. Participants will apply sprint methods such as “build to think” prototyping, and structured peer-reviewed testing.
Over five days, educators will complete guided asynchronous sprint work, supported by two synchronous sessions designed to build community, strengthen collaboration, and facilitate open peer feedback.
By the end of this course, participants will be able to:
- Identify AI-related vulnerabilities in assessment tasks and clarify the learning outcomes the assessments are intended to measure.
- Apply sprint methods to ground assessment decisions in learner needs and real-wor
ld learning contexts. - Generate and prioritize multiple redesign options that support meaningful learning.
- Prototype an AI-resilient assessment and refine it through structured, constructive peer feedback.
- Publish the redesigned assessment as an OER contribution to an AI-resilient assessment bank that supports teaching and learning.
What to expect
This is not an “off the side of your desk” learning opportunity. To get the most out of this learning experience, we recommend participants dedicate at least six to eight hours over the week. Participants should come prepared with one assessment (or a set of course assessment activities) to redesign. The sprint model requires iterative work, collaboration, and active participation in giving and receiving peer feedback.
While most of the learning will happen asynchronously, we are offering two optional synchronous sessions:
- Monday, April 27, 2026, 2:00–3:30 p.m.
- Wednesday, April 29, 2026, 11:00 a.m.–12:30 p.m.
Register Now!
This session will be recorded, archived, and shared with course registrants.
About the Facilitators
Your FLO Facilitators for this session will be Drs. Gwen Nguyen and Helena Prins.
BCcampus is a proud member of the Sunflower Hidden Disabilities initiative. If you have a hidden disability that might affect your participation, you can download a virtual sunflower background to indicate that you may need a helping hand, understanding, or more time. If you require any support or have any questions, email sunflower@bccampus.ca
About the Session
New tools, including AI, can reshape how we teach—but they don’t define why we teach. A teaching philosophy statement clarifies your core beliefs about teaching and learning, giving purpose and direction to your decisions in any context.
Whether you’re drafting your first teaching philosophy statement or revisiting an existing one, finding clear, meaningful guidance online can be overwhelming. This course streamlines the process by curating a focused set of high-quality resources and guiding you through a structured process—from generating ideas to developing a draft and engaging in peer feedback. You can follow the course sequentially or choose the activities that best align with your goals and timeline. By the end of the week, you’ll have a practical, adaptable teaching philosophy statement that clearly reflects and supports your teaching practice.
While most of the learning will happen asynchronously, we have a planned synchronous session planned to kick off the week:
Tuesday, May 19, 2026 | 11 a.m.–12:30 p.m.
We would like to thank University of British Columbia for their partnership in bringing this MicroCourse to B.C. post-secondary educators.
Register Now!
This session may be recorded, archived, and shared.
About the Facilitators
Dr. Megan Robertson is an Educational Consultant at the University of British Columbia’s Centre for Teaching, Learning and Technology. She has worked with undergraduate and graduate students, staff, and faculty at institution in British Columbia and Alberta.
Dr. Helena Prins is a Learning & Teaching Advisor at BCcampus and coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high-school teacher in South Africa. Over the past 20 years, Helena has taught students of all ages and stages on four continents. A golden thread throughout her teaching experiences has been breaking down barriers to learning. Helena holds an EdD in Adult Learning from the University of Calgary.
BCcampus is a proud member of the Sunflower Hidden Disabilities initiative. If you have a hidden disability that might affect your participation, you can download a virtual sunflower background to indicate that you may need a helping hand, understanding, or more time. If you require any support or have any questions, email sunflower@bccampus.ca