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 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.
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.