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.