About the Event
As artificial intelligence and algorithmic tools become increasingly embedded in educational technologies, such as plagiarism detection systems and adaptive learning platforms, faculty must grapple with both their potential and their pitfalls. While these tools promise efficiency and personalization, they can also reproduce and amplify biases. These biases can influence everything from automated grading and learning analytics to recruitment and admissions processes, often invisibly. This workshop will continue the conversation on algorithmic literacy where we will critically evaluate how algorithmic systems work, whose values they encode, and how they impact diverse learners. Participants will explore how algorithmic bias manifests in educational settings, examine the structural inequities it reinforces, and consider strategies to mitigate harm. 
By the end of the session, participants will be able to:
- Recognize how biases are perpetrated by algorithmic systems and educational technologies
- Identify which student groups are most affected by these biases
- Apply principles of algorithmic literacy to evaluate and use educational technologies more equitably
- Develop practical approaches to supporting students who may be disproportionately impacted
Register Now!
This notice is to inform you that this session may be recorded, archived, and shared after the event.
About the Facilitator
Britt Dzioba (she/her) is a Learning and Teaching Advisor with BCcampus where she works to support educators grow their digital skill sets through resource development. Britt holds a master of education from the University of British Columbia, where her graduate research focused on digital literacy education in community-based programs. Currently, her research interests are developing digital literacies among educators, supporting neurodiversity in higher education, and emergent educational technologies.
We’re excited to introduce the GenAI Teaching Lounge: an informal, virtual space where educators can gather over a hot drink to explore teaching ideas with Generative Artificial Intelligence (AI).
Curious about using AI tools to support assessment design? Wondering how to centralize student voices when integrating AI into coursework? Or simply want to share your own stories and tea with others? The Lounge is your space to ask questions, exchange ideas, and learn with colleagues.
No lectures, no recordings—just conversation, connection, and curiosity. Join us for a 45-minute drop-in session designed to generate practical takeaways and strengthen our teaching community.
Sessions
Sessions will be held from 2:00–2:45 p.m. PT:
- October 21, 2025
- November 25, 2025
- January 13, 2026
- February 17, 2026
- March 10, 2026
Register Now!
This session will not be recorded.
Hosts
Gwen Nguyen (she/her) is a Learning + Teaching Advisor at BCcampus supporting the adaptation and evolution of teaching and learning practices in post-secondary education through collaboration, innovation, and digital technologies. Gwen worked as a learning experience designer at the University of Victoria (UVic), supporting educators with developing and delivering face-to-face, hybrid and online courses. She has also worked as a university lecturer and researcher at UVic and the Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Recently, Gwen has cultivated a keen interest in pedagogical strategies that ethically and creatively incorporate AI into teaching and learning.
Britt Dzioba (she/her) is a Learning + Teaching Advisor at BCcampus where she works to support educators in developing their digital skills through resource development. As a neurodivergent educator, she is passionate about helping faculty create more inclusive learning environments that support neurodivergent students. Britt holds a Master of Education from the University of British Columbia, specializing in adult learning. Her graduate research focused on digital literacy education in community-based programs.
Helena Prins (she/her) is a Learning + Teaching Advisor at BCcampus, where she coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high school teacher in South Africa. Over the past 20 years, she has taught students of all ages and stages on four continents. A golden thread throughout her career has been breaking down barriers to learning. Prior to joining BCcampus in 2020, she worked as a career learning and development advisor at Royal Roads University.
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.
About the Session
This session will explore the design and use of CITE GPT, a custom AI (Artificial Intelligence) chatbot created as a project in the UBC Master of Educational Technology ETEC 511 class, to support students and educators with academic writing, citation formatting, and ethical information use in a reflexive way. The aim of this session is to demystify the design process, showing our successes and failures, which may lead to participants being better informed or trying this skill themselves.
Developed using OpenAI’s custom GPT framework and grounded in the principles of reflexivity, digital literacy, and educational usability, CITE GPT serves as a model for how AI can be thoughtfully embedded into academic practice.
Participants will be led through the coding process of creating a chatbot, engage in hands-on experimentation with the chatbot, be encouraged to make a chatbot of their own, and explore how the system-level prompt and knowledge base can shape user experience, all while reflecting on how AI can support, not shortcut, learning. This is done by emphasizing critical thinking, ethical engagement with technology, and student agency.
Together, we’ll reflect on how to use AI tools responsibly in our teaching and help students develop agency, not dependency. By the end, participants will leave with a concrete sense of how to evaluate, adapt, or build their own tools to support academic success.
Register Now!
This session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitator
Amanda Robins is an educator, instructional designer, and MEd candidate at the University of British Columbia, specializing in educational technology. With over 20 years of experience teaching English for academic purposes at the college level at both Langara College and SFU, she brings a deep understanding of pedagogy, digital learning, and accessibility. Her recent work explores the ethical integration of AI in the classroom. Amanda has led workshops for educators on AI and assessment for BC TEAL and UVic ProD days, and recently organized workshops for a digital literacy teaching exchange in China.
About the Series
Discover the BCcampus EdTech Sandbox Series!
In these 90-minute workshops, expert leaders will introduce and demonstrate cutting-edge, open, and free, or low-cost educational technology tools aligned with the B.C. Post-Secondary Digital Literacy Framework. 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.
Focus Areas
- The AI Sandbox: a space dedicated to experimenting with, and reviewing, artificial intelligence tools and applications in educational settings.
- Other Learning Technologies: a space to explore, experiment, and review emerging learning technologies beyond AI, highlighting their potential impacts and practical applications.
EdTech Sandbox Series Sessions
- September 10, 2025 – Choose Your Own Adventure! Dynamic Branching Scenarios and Game Maps With H5P and AI Tools
- October 8, 2025 – The Intelligent Notebook: Become a Knowledge Expert With NotebookLM
- October 17, 2025 – [Special EdTech Sandbox] Remote Proctoring Through an Ethical Lens: the Case Against Surveillance
- November 26, 2025 – Claude vs. ChatGPT: Choosing the Right AI for the Job
- January 21, 2025 – Build Your Own Teaching Bot: My Story of Creating CITE GPT as a Teaching Tool
- February 18, 2025 – Re-imagining the Past: Deepfake as a Tool for Creative Storytelling and Visual Literacy
About the Sessions
In this FLO (Facilitating Learning Online) Pod (Practices of Online Development), we will consider the impact of AI on education through a lens of relationality, asking questions such as:
- How might AI-use affect our relationships?
- How might it change the ways we connect with, and relate to, other people or to other living or non-living entities around us?
- What kinds of relationships might we form with AI tools, and how does that differ for those who choose not to use them?
- How might engagement with AI shape how we see ourselves, our capabilities, and our agency in the world?
Join us for a three-part series of exploratory conversations on AI and relationships, each with a different focus:
- February 11, 2026: Human-to-human
- February 25, 2026: Human-to-technology/AI
- March 11, 2026: Human-to-self.
Through guided prompting, thought-provoking questions, and short activities, we will reflect on and share ideas about AI’s impact on relationships. We will play with the idea of the cyborg, acknowledge the potential breakdown of rigid boundaries between human, non-human and machine, and the implications for education.
Each conversation will take place two weeks apart, with opportunities to stay engaged asynchronously between sessions. These sessions will raise more questions than provide definitive answers and are an opportunity to reflect on human and non-human relationality through choices of whether, and how, to use AI in education.
Registration Coming Soon
This event will not be recorded.
About the Facilitators
Christina Hendricks is a Professor of Teaching in Philosophy and the Academic Director of the Centre for Teaching, Learning, and Technology at the University of British Columbia. She participated in generating institutional guidelines on generative AI in teaching and learning, and has contributed to some resources for faculty on generative AI. Over the last year she has begun to explore various topics under the broad umbrella of AI and relationships, and is looking forward to discussing these early ideas with participants in this FLO Pod.
Dani Dilkes is an Educational Developer and academic researcher whose work focuses on inclusion in higher education, complexity, and exploring socio-material entanglements and their impact on social experience. She leads the generative AI programming at the Centre for Teaching and Learning at Western University, approaching this through a complexity lens. She developed the Domains of AI-Awareness Framework, which acknowledges the affective or emotional nature of generative AI discourse and is excited to further explore this relational impact in conversation with others in this FLO Pod.
We’re excited to introduce the GenAI Teaching Lounge: an informal, virtual space where educators can gather over a hot drink to explore teaching ideas with Generative Artificial Intelligence (AI).
Curious about using AI tools to support assessment design? Wondering how to centralize student voices when integrating AI into coursework? Or simply want to share your own stories and tea with others? The Lounge is your space to ask questions, exchange ideas, and learn with colleagues.
No lectures, no recordings—just conversation, connection, and curiosity. Join us for a 45-minute drop-in session designed to generate practical takeaways and strengthen our teaching community.
Sessions
Sessions will be held from 2:00–2:45 p.m. PT:
- October 21, 2025
- November 25, 2025
- January 13, 2026
- February 17, 2026
- March 10, 2026
Register Now!
This session will not be recorded.
Hosts
Gwen Nguyen (she/her) is a Learning + Teaching Advisor at BCcampus supporting the adaptation and evolution of teaching and learning practices in post-secondary education through collaboration, innovation, and digital technologies. Gwen worked as a learning experience designer at the University of Victoria (UVic), supporting educators with developing and delivering face-to-face, hybrid and online courses. She has also worked as a university lecturer and researcher at UVic and the Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Recently, Gwen has cultivated a keen interest in pedagogical strategies that ethically and creatively incorporate AI into teaching and learning.
Britt Dzioba (she/her) is a Learning + Teaching Advisor at BCcampus where she works to support educators in developing their digital skills through resource development. As a neurodivergent educator, she is passionate about helping faculty create more inclusive learning environments that support neurodivergent students. Britt holds a Master of Education from the University of British Columbia, specializing in adult learning. Her graduate research focused on digital literacy education in community-based programs.
Helena Prins (she/her) is a Learning + Teaching Advisor at BCcampus, where she coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high school teacher in South Africa. Over the past 20 years, she has taught students of all ages and stages on four continents. A golden thread throughout her career has been breaking down barriers to learning. Prior to joining BCcampus in 2020, she worked as a career learning and development advisor at Royal Roads University.
About the Session
We will explore the creative and educational potential of deepfake technology. Through guided analysis, collaborative storytelling, and ethical reflection, participants will critically examine how AI-generated media can enhance historical representation and artistic narratives. Learning objectives include: understanding the dual-use nature of deepfakes; applying visual and media literacy principles; exploring ethical frameworks for emerging technologies; and fostering creative thinking through speculative media design. The aim is for participants to leave with a nuanced view of deepfakes, recognizing both their risks and transformative possibilities in education, art, and public history.
Register Now!
This notice is to inform you that this session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitator
Maryam Safa Schneider is an educator, researcher, and learning designer with over 17 years of experience in the field of education. She currently teaches psychology and communication at University Canada West. With a background in visual arts and liberal arts psychology, Maryam brings an interdisciplinary lens to digital storytelling, ethical technology use, and creative pedagogy. Her work explores how emerging media, such as deepfakes, can be critically and constructively integrated into teaching and learning.
About the Series
Discover the BCcampus EdTech Sandbox Series!
In these 90-minute workshops, expert leaders will introduce and demonstrate cutting-edge, open, and free, or low-cost educational technology tools aligned with the B.C. Post-Secondary Digital Literacy Framework. 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.
Focus Areas for 2025-2026
- The AI Sandbox: a space dedicated to experimenting with, and reviewing, artificial intelligence tools and applications in educational settings.
- Other Learning Technologies: a space to explore, experiment, and review emerging learning technologies beyond AI, highlighting their potential impacts and practical applications.
EdTech Sandbox Series Sessions
- September 10, 2025 – Choose Your Own Adventure! Dynamic Branching Scenarios and Game Maps With H5P and AI Tools
- October 8, 2025 – The Intelligent Notebook: Become a Knowledge Expert With NotebookLM
- October 17, 2025 – [Special EdTech Sandbox] Remote Proctoring Through an Ethical Lens: the Case Against Surveillance
- November 26, 2025 – Claude vs. ChatGPT: Choosing the Right AI for the Job
- January 21, 2025 – Build Your Own Teaching Bot: My Story of Creating CITE GPT as a Teaching Tool
- February 18, 2025 – Re-imagining the Past: Deepfake as a Tool for Creative Storytelling and Visual Literacy
About the Sessions
In this FLO (Facilitating Learning Online) Pod (Practices of Online Development), we will consider the impact of AI on education through a lens of relationality, asking questions such as:
- How might AI-use affect our relationships?
- How might it change the ways we connect with, and relate to, other people or to other living or non-living entities around us?
- What kinds of relationships might we form with AI tools, and how does that differ for those who choose not to use them?
- How might engagement with AI shape how we see ourselves, our capabilities, and our agency in the world?
Join us for a three-part series of exploratory conversations on AI and relationships, each with a different focus:
- February 11, 2026: Human-to-human
- February 25, 2026: Human-to-technology/AI
- March 11, 2026: Human-to-self.
Through guided prompting, thought-provoking questions, and short activities, we will reflect on and share ideas about AI’s impact on relationships. We will play with the idea of the cyborg, acknowledge the potential breakdown of rigid boundaries between human, non-human and machine, and the implications for education.
Each conversation will take place two weeks apart, with opportunities to stay engaged asynchronously between sessions. These sessions will raise more questions than provide definitive answers and are an opportunity to reflect on human and non-human relationality through choices of whether, and how, to use AI in education.
Registration Coming Soon
This event will not be recorded.
About the Facilitators
Christina Hendricks is a Professor of Teaching in Philosophy and the Academic Director of the Centre for Teaching, Learning, and Technology at the University of British Columbia. She participated in generating institutional guidelines on generative AI in teaching and learning, and has contributed to some resources for faculty on generative AI. Over the last year she has begun to explore various topics under the broad umbrella of AI and relationships, and is looking forward to discussing these early ideas with participants in this FLO Pod.
Dani Dilkes is an Educational Developer and academic researcher whose work focuses on inclusion in higher education, complexity, and exploring socio-material entanglements and their impact on social experience. She leads the generative AI programming at the Centre for Teaching and Learning at Western University, approaching this through a complexity lens. She developed the Domains of AI-Awareness Framework, which acknowledges the affective or emotional nature of generative AI discourse and is excited to further explore this relational impact in conversation with others in this FLO Pod.
About the Session
This session explores how generative AI can support more inclusive teaching through the lens of Universal Design for Learning (UDL). Through live demonstrations, practical activities, and collaborative discussion, you’ll experiment with AI tools to redesign lessons, activities, or resources that reflect UDL principles.
This workshop is not an introduction to GenAI or UDL, but an opportunity to explore how generative AI can help you design flexible, accessible, and learner-centered learning experiences. You’ll leave with a draft product tailored to your own context, and new strategies for using AI to reduce barriers and support diverse learners.
Registration Coming Soon
This notice is to inform you that this session may be recorded, archived, and shared after the event.
About the Facilitator
Kelly Fyke is a Teaching and Learning Specialist at College of the Rockies with 20 years’ experience spanning K–12 teaching, international education, and post-secondary educational development. Her work focuses on generative AI in education, Universal Design for Learning, and inclusive teaching. Kelly is passionate about empowering educators, creating equitable learning spaces, and supporting innovation that helps students thrive. Connect with Kelly on LinkedIn.
We’re excited to introduce the GenAI Teaching Lounge: an informal, virtual space where educators can gather over a hot drink to explore teaching ideas with Generative Artificial Intelligence (AI).
Curious about using AI tools to support assessment design? Wondering how to centralize student voices when integrating AI into coursework? Or simply want to share your own stories and tea with others? The Lounge is your space to ask questions, exchange ideas, and learn with colleagues.
No lectures, no recordings—just conversation, connection, and curiosity. Join us for a 45-minute drop-in session designed to generate practical takeaways and strengthen our teaching community.
Sessions
Sessions will be held from 2:00–2:45 p.m. PT:
- October 21, 2025
- November 25, 2025
- January 13, 2026
- February 17, 2026
- March 10, 2026
Register Now!
This session will not be recorded.
Hosts
Gwen Nguyen (she/her) is a Learning + Teaching Advisor at BCcampus supporting the adaptation and evolution of teaching and learning practices in post-secondary education through collaboration, innovation, and digital technologies. Gwen worked as a learning experience designer at the University of Victoria (UVic), supporting educators with developing and delivering face-to-face, hybrid and online courses. She has also worked as a university lecturer and researcher at UVic and the Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Recently, Gwen has cultivated a keen interest in pedagogical strategies that ethically and creatively incorporate AI into teaching and learning.
Britt Dzioba (she/her) is a Learning + Teaching Advisor at BCcampus where she works to support educators in developing their digital skills through resource development. As a neurodivergent educator, she is passionate about helping faculty create more inclusive learning environments that support neurodivergent students. Britt holds a Master of Education from the University of British Columbia, specializing in adult learning. Her graduate research focused on digital literacy education in community-based programs.
Helena Prins (she/her) is a Learning + Teaching Advisor at BCcampus, where she coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high school teacher in South Africa. Over the past 20 years, she has taught students of all ages and stages on four continents. A golden thread throughout her career has been breaking down barriers to learning. Prior to joining BCcampus in 2020, she worked as a career learning and development advisor at Royal Roads University.