Dec
2
Fri
FLO Friday: Powerful Questions to Facilitate Online Learning and Strengthen Relationships
Dec 2 @ 11:00 am – 12:00 pm
Open-ended, provocative, powerful questions demonstrate genuine curiosity and contribute to a culture of learning, inclusion, and respect. Using an applied, appreciative approach, this one-hour interactive FLO Friday will introduce you to tools to support students to deepen their learning and strengthen their individual and team relationships. Throughout the workshop, participants will have opportunities to share ideas and success stories as well as apply powerful questions through a variety of hands-on activities, including on curiosity and deepening learning. Learning Outcomes In this workshop, we explore ways to:
  • Strengthen a culture of inclusion and respect
  • Use powerful questions to deepen learning and strengthen relationships
  • Use powerful questions to support student team projects
Approximate Required Participation Time
  • This is a one-hour synchronous workshop. Resource materials will be sent out prior to workshop.
  • Pre-reading will take approximately 30 minutes. This session will be recorded.
Your FLO facilitator for this session is Marina Jaffey. Marina (she/her) was born and raised on the traditional territories of the Algonquin and Anishinaabe peoples (west Quebec). Since 1993 she has been an uninvited settler on the ancestral lands of the W̱SÁNEĆ Nation and the Lekwungen and SENĆOŦEN-speaking peoples (Victoria, B.C.). Marina is passionate about learning, teaching, and coaching and has been working with students and faculty in B.C. higher education for over 28 years. As an instructor and facilitator, she inspires and engages learners through storytelling, coaching, and meaningful service learning projects. In her role as faculty curriculum lead at Camosun College, Marina coaches faculty in all aspects of curriculum planning, design, and implementation. Marina’s extensive coaching and mentoring experience include designations of Certified Professional Co-Active Coach, Associate Certified Coach, and certified facilitator of the Myers-Briggs Type Indicator Steps I and II. In her spare time, Marina volunteers for the Victoria Symphony and enjoys hiking, biking, and kayaking with her family and dog, Jaxon, on beautiful Vancouver Island. To see her full bio, visit Marina’s LinkedIn. This event is free. To ensure we have an inclusive and welcoming environment for all, we’ve added registration to all our sessions.

Register now!

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly.
Dec
6
Tue
Research Speaker Series: Community-Engaged Research
Dec 6 @ 11:00 am – 12:00 pm

Session Description:

Learnings from two community-engaged research initiatives, co-led by the Health Design Lab at Emily Carr University of Art and Design, will be discussed:

  • An Indigenous led-approach to cultural safety education through dialogue and making (a collaboration with the Aboriginal Gathering Place at Emily Carr University and Aboriginal Programs at the College of New Caledonia)
  • An initiative that aims to improve the culture of care for older adults in long-term care (a collaboration with a local health authority)

Both projects will highlight the importance of relational ways of working and decentring the role of researchers.

Facilitator:

Nadia Beyzaei (she/her) is a designer, researcher, and educator who works in the spaces of health and community engagement. Nadia is the manager of the Health Design Lab at Emily Carr University and an instructor in the Faculty of Design + Dynamic Media. Through her role at the Health Design Lab, Nadia leads design research and social innovation projects related to Indigenous health, aging, substance use, and complex care.

More About This Series:

BCcampus is happy to be hosting a fall 2022 Research Speaker Series that offers all BCcampus research fellows and scholars across post-secondary institutions in B.C. an opportunity to learn and share your knowledge and advocacy on research methods, approaches, and pedagogies regarding accessibility; access; equity, diversity, and inclusion (EDI); and Indigenous engagement in teaching and learning.

These livestream webinars, which typically take place on Tuesdays once every three weeks, from 11:00 a.m. to 12:00 p.m., allow you to hear about new research directly from researchers involved and give you a chance to ask questions about the meaning and interpretation of their findings. If you are unable to attend, recorded webinars of presentations will be made available within a week of the event.

What you’ll take away:

  • Broaden your knowledge and research skills/capacity in the B.C. post-secondary context.
  • Learn more about research, Indigenizing research, EDI in research, decolonizing research, and accessibility.
  • Be inspired to participate in research communities of practice, or explore the themes in your studies or work.
  • Connect with academics and community members who share your interests.

Other events in this series:

Thank you to all the wonderful speakers who will be joining us this fall.

Register now! 

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly. 

Dec
7
Wed
BCcampus Mixtape Podcast: Disability-Informed Open Pedagogy
Dec 7 all-day
BCcampus Mixtape Podcast: Disability-Informed Open Pedagogy

This episode features Arley Cruthers and Samantha Walsh as they discuss their experiences as physically disabled instructors and where they see the potential for disability to be a positive disrupter in open education spaces and for students. We discuss the value of difference and making space for diverse bodies and minds, and the assumptions people make about who will be in a particular space or use a resource.

Biographies:

Arley Cruthers teaches Applied Communications at Kwantlen Polytechnic University and is passionate about open pedagogy, disability justice, and open education. She is the creator of the OER textbook Business Writing for Everyone: An Inclusive Guide to Workplace Communications and at the time this was recorded, was is just finishing her term as the Open Education Teaching Fellow at KPU. For her work in inclusive approaches to open, she received an Excellence in Open Education award from BCcampus. Arley has an MFA from the University of Illinois at Urbana-Champaign and has also published several novels.

Samantha Walsh is a scholar and activist. At the time of recording, Samantha was a Doctoral Candidate at the University of Toronto-OISE in the department of Humanities, Social Sciences, and Social Justice Education, formerly Sociology and Equity Studies. Her doctoral research is in interpretive sociology with a focus on disability and social inclusion. She holds a master’s degree in Critical Disability Studies from York University, and she completed her undergraduate degree in Sociology at the University of Guelph.

Show notes:

This episode is scheduled for December 7, 2022 at 7:00 a.m. PT. Let’s listen in…

Listen here: BCcampus Mixtape

Become a Climate Action Leader
Dec 7 @ 12:00 pm – 1:00 pm
Become a Climate Action Leader

Note: This is an external event hosted by RRU.

Our graduate programs in Climate Action Leadership are an invitation to join the international movement working to change the climate story from a tale of disaster to one of transformation — and from activism to organizational and societal leadership. Now more than ever, we are being called to reimagine a future that is better prepared to take action to reduce climate risks and contribute to climate justice and climate resilience

This transdisciplinary program is preparing students with a foundation in risk and change management, leadership, the business and finances of climate action, and climate communication. Students enrolled in the program are already landing exciting new jobs where they will contribute to shaping Canada’s climate action agenda; register to learn more.

On December 7th, program head Dr. Robin Cox, will host a webinar describing the Graduate Diploma and the Master of Arts in Climate Action Leadership programs. This session will provide you with information and opportunities to ask questions about these programs, the application requirements, and the RRU student experience.

Can’t make it? Register to receive a link to the recording.

REGISTER HERE: Become a climate action leader | Royal Roads University

If you have any questions, contact an enrolment advisor at RRU or at 250-391-2514 / 1.877.778.6227.

Dec
14
Wed
Bachelor of Arts in Interdisciplinary Studies
Dec 14 @ 12:00 pm – 1:00 pm
Bachelor of Arts in Interdisciplinary Studies

*Note: This is an external event hosted by RRU. 

Individuals who are able to see the big picture, make new connections, and work between disciplines and professions are needed as we navigate complex social and environmental issues.

The Bachelor of Arts in Interdisciplinary Studies (BAIS) program allows you to combine courses in professional communication, environmental practice, justice studies, and business to create a unique degree that aligns with your personal and professional goals and supports you to become a changemaker in your community.

Join us on December 14 at noon (PDT) for a webinar about this highly customizable program. Hosted by Program Head and Professor, Dr. Shelley Jones and Program Advisor Willem van Doesburg, this session will provide you with information about the program, application requirements, RRU student path, as well as an opportunity to ask questions.

We encourage you to register even if you are unable to attend. Everyone who registers will receive a link to the webinar recording.

REGISTER HERE: Bachelor of Arts in Interdisciplinary Studies | Royal Roads University

If you have any questions, contact an enrolment advisor via email or at 1.877.778.6227.

Jan
9
Mon
BCcampus Online Book Club: The Open Edition
Jan 9 – Mar 31 all-day

The BCcampus Online Book Club started as a community-driven project by a group of volunteer post-secondary educators interested in opportunities to connect with colleagues on topics of professional interest in teaching and learning.  The guidelines for this book club are that it is open, informal, and fun — an easy way for participants to share ideas and strategies and take what we learn to practice. We are pleased to announce the next book club, an online and open edition offered over three months in winter 2023 that will feature selections from the B.C. Open Collection and the Hybrid Pedagogy open access books.

Our featured reading and authors are as follows:

  • March 6 – March 31: Selected readings from Designing for Care
    • One-hour synchronous session Mar. 28 at 11 a.m. PT

Register for one or all of these book clubs below!

Participation is free, but registration as a book club member is required to receive weekly book club content and to join discussions with members and virtual conversations with authors. Register now for the BCcampus Online Book Club: The Open Edition.

Register now!

Follow us on Twitter @BCcBookclub and #BookClubBC.

Facilitators

Leva Lee (she/her)

Leva is manager of Learning + Teaching at BCcampus. She has many years of experience leading online learning projects and professional development opportunities for the secondary and post-secondary education sectors in B.C., with a background in open and distance learning and educational technology. Her special interests are micro-learning design, fostering communities of practice, and creative facilitation practices for learning engagement. She is a Liberating Structures practitioner and an enthusiastic promoter of the B.C. post-secondary community and those committed to improving the student experience. When not online, you can find Leva inspecting her fledgling flower and vegetable garden, reading one of too many recipe books, or trying to eke out time in the day to sketch or do art.

Mattermost: @levalee

LinkedIn: https://ca.linkedin.com/in/levalee

Helena Prins (she/her)

Helena is an advisor of Learning + Teaching 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. Prior to joining BCcampus in 2020, Helena worked as a career learning and development advisor at Royal Roads University. As an immigrant, she values the opportunity to support all students, especially international students, in finding and building their career path in Canada. She is a certified career strategist with Career Professionals Canada and associate faculty at Royal Roads University.

Mattermost: @hprins

LinkedIn: https://ca.linkedin.com/in/helenaprins 

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly. 

Jan
11
Wed
FLO Lab: Crafting Your Positionality Statement
Jan 11 @ 10:00 am – 11:30 am

Researchers in the social sciences are often required to explore and explain their positionality (Gary & Homes, 2020). A positionality statement is an opportunity for the researcher to acknowledge where they approach the research from, what biases they have, and how their worldview formed. This same practice should be extended to facilitators. For facilitators, developing a positionality statement is a critical self-reflective practice that shows how biases, histories, and intersectionality influence teaching practices. Join us early next year for our FLO Lab on positionality statements. Over two sessions we will 

  • Discuss what a positionality statement means for your work in teaching and learning.  
  • Gain a deeper understanding of your own personal, place-based, and social identities and how these layers impact your teaching and learning practices.  
  • Practice developing and sharing positionality statements as a facilitator in the digital transformation era.  

The first part of the workshop will offer an introduction to positionality statements in teaching and learning in a digital realm. The second part will be an invitation to engage in this practice through the arts. Both sessions will involve lectures and activities for you to engage in ongoing discussions and work to create your own positionality statements to enhance your facilitating skills.  

Holmes, A. G. D. (2020). Researcher positionality — A consideration of its influence and place in qualitative research — A new researcher guide. Shanlax International Journal of Education, 8(4), 1–10.  

PART 1: Introduction to Positionality Statements (January 11, 2023, 10:00–11:30 a.m.)  

PART 2: An Arts-Based Approach to Positionality Statements (February 15, 2023, 10:00–11:30 a.m.)  

Learning Outcomes:  

By the end of this FLO Lab series, you will be able to  

  • Understand the meaning of positionality and why it is an important practice for both facilitators and learners to engage in.  
  • Identify some techniques for robustly engaging in this reflective practice.  
  • Create a positionality statement or art piece that reflects your worldview and intersectionality.  

Facilitators:  

Gwen Nguyen (she/her) is currently a learning and teaching advisor at BCcampus. Before she joined BCcampus, Gwen worked as a learning experience designer at the University of Victoria, supporting educators with developing and delivering courses in all the modes—face-to-face, hybrid, and online. She has also worked as a university lecturer and researcher at the University of Victoria and Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Her research interests include poetry inquiry as a reflection practice in education, digital pedagogies in teaching a second language, and participatory action research. Gwen has experience with positionality as an instructor and researcher on a regular basis.  

Britt Dzioba (she/her) works as the learning and teaching coordinator at BCcampus. Outside work, Britt is completing her master of education at the University of British Columbia. Her research focuses on digital literacy education in community-based programs. As a researcher working with community partners, Britt has invested a lot of time into thinking about her positionality and incorporating positionality into her academic and professional work.  

This Lab has a non-refundable registration fee of $25.

Register now!

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly. 

Jan
12
Thu
Pulling Together Series: A Guide for Curriculum Developers
Jan 12 – Feb 16 all-day

This six-part webinar series will review Pulling Together: A Guide for Curriculum Developers with our facilitator Tanya Ball. Whether you’re an Indigenous or non-Indigenous person, through this journey you will gain insight into your own culture and background and the privileges or oppressions that have affected your life, and you will identify biases or gaps in your knowledge. You will question the pervasive dominance of Western epistemologies, pedagogies, and resources within curriculum and make space for including Indigenous ways of being that can benefit all learners. You will engage in the emotional work of confronting the trauma of colonization and building stronger relationships with Indigenous people and communities and actively participate in the hands-on work of revising your curriculum and pedagogical approaches.

The goals of this six-part webinar series include the following:

  • Learn the importance of Indigenous worldviews and how to incorporate them into your curriculum, teaching style, and practice.
  • Review ethical and relational protocols within your institutions.
  • Reflect on your own agency in regards to Indigenization, and take action toward systemic change in your institution.
  • Network with other participants in the series to share perspectives.

Overview:

This series requires a commitment of 1.5 hours of synchronous learning every Thursday for six weeks and about 30 minutes of asynchronous reading and thought outside class. We strongly advise participants to make time to attend every session in the series. Session dates, times, and topics are as follows:

  • Session 1: Understanding Indigenization (January 12, 2023, 10:00–11:30 a.m. PT)
  • Session 2: Meaningful Integration of Indigenous Epistemologies and Pedagogies (January 19, 2023, 10:00–11:30 a.m. PT)
  • Session 3:  Engaging with Indigenous Communities (January 26, 2023, 10:00–11:30 a.m. PT)
  • Session 4: Incorporating Diverse Sources of Indigenous Knowledge (February 2, 2023, 10:00–11:30 a.m. PT)
  • Session 5: Developing Awareness of Your Own Role in Indigenization and Reconciliation (February 9, 2023, 10:00–11:30 a.m. PT)
  • Session 6: Promoting Systemic Change (February 16, 2023, 10:00–11:30 a.m.)

The series will be facilitated using a variety of methods. Our guest speakers will include an Elder, members of academia, and community members. Participants will collaborate with one another in breakout rooms. Each participant will be mailed a medicine pouch kit and instructed how to assemble it during one of the synchronous sessions. This communal activity is a unique aspect of the series and provides a way for participants to hold space for themselves and their self-care during the workshop. We will also be joined by a graphic recorder, who will capture the essence of each session with a succinct visual image that will be shared with participants.

Registrations are capped at 75 participants, so please ensure you register early to attend the entire series.

The event has a total cost of $25. To ensure we have an inclusive and welcoming environment for all, we will waive fees for people in financial need. Please contact Gabrielle Lamontagne at glamontagne@bccampus.ca for more information.

Participants can access the guide for free via the BCcampus website or opt to purchase a hard copy via our open educational resources collection.

BCcampus will also host an additional two-part hands-on webinar for participants who want to put what they have learned into practice. Dates and further details to follow.

Facilitator

Tanya Ball (she/her) is a Michif woman from Winnipeg, Manitoba, in Treaty 1 Territory. She is currently living in Amiskwaciwâskahikan (Edmonton, Alberta), where she is enrolled in the PhD program with the Faculty of Native Studies at the University of Alberta. She is working with her family from St. Ambroise to research the connections between Michif storytelling and experiences of religion. She is also a sessional instructor at the School of Information Studies at the University of Alberta, teaching LIS 598 Indigenous Librarianship within a Canadian context, and a co-host for masinahikan iskwêwak: Book Women Podcast.

Register now!

 

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly. 

Jan
16
Mon
FLO MicroCourse: Developing a Personal Learning Network
Jan 16 – Jan 22 all-day

Join us for a brand-new FLO MicroCourse: Developing a Personal Learning Network (PLN). A PLN is part of lifelong learning to help you develop a community of practice to grow your skills, abilities, and toolbox with peers. This topic builds participants’ digital literacy/learning to become more connected to peer facilitators and keep current on developments and best practices in the context of learning and teaching in post-secondary education. After this one-week course, you will be able to:

  • Describe the benefits of establishing networked connections.
  • Identify a current PLN.
  • Impart strategies for developing and maintaining a current PLN.
  • Pass these strategies on to colleagues and students.
  • Experiment with social media to build a PLN.

While most of the learning will happen asynchronously, optional synchronous sessions are planned for:

  • Monday, January 16, 12:00–1:00 p.m. PT
  • Thursday, January 19, 12:00–1:00 p.m. PT
  • Friday, January 20, 12:00–1:00 p.m. PT

The required participation time is estimated to be eight hours for participants (three hours to complete required activities and five hours for optional activities).

FLO Facilitators:

Gena Hamilton is a Certified Career Development Practitioner and Career Education Coordinator at the University of the Fraser Valley with a passion for learning design and innovation in career education. Ken Harmel is manager of the learning designers in the Teaching and Learning Centre and sessional instructor at the University of the Fraser Valley. Ken’s focus these days is on educational leadership both in the Teaching and Learning Centre and the classroom.

This MicroCourse has a non-refundable registration fee of $25.

Register now!

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly. 

Jan
25
Wed
FLO Lab: Recognition, Relationship, and Resilience — A Framework for Trauma-Informed Post-Secondary Education
Jan 25 @ 9:00 am – 12:00 pm

This three-hour, online synchronous workshop considers various aspects of trauma and resilience as they relate to post-secondary education. Grounded in intersectionality, holistic wellness, and relational teaching, this course will allow participants to discuss various approaches to curriculum development and delivery as well as the need for institutional adaptations in the post-secondary environment. Supportive interpersonal relationships with students are vital to a trauma-informed pedagogy; therefore, participants will consider the need for empathy, boundaries, and self-care in their teaching practices. This is an experiential workshop that includes various activities and the opportunity to apply knowledge and skills to a case study. This workshop is relevant to all individuals involved in post-secondary education.

On successfully completing this workshop, participants will:

  • Discuss various definitions and types of traumas, including signs and impacts on learners.
  • Consider various approaches and concepts as part of trauma-informed education, including interpersonal skills, curriculum development and delivery, and institutional adaptations.
  • Define resilience and other growth concepts.
  • Explore the role of self-care.
  • Apply knowledge gained in this workshop to a case-study scenario.

Your FLO Lab facilitator for this session is Matty Hillman. Matty Hillman, MA (CYC), is a child and youth care instructor at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, healthy masculinities, and critical youth studies. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complimentary practices create for empowerment, community building, and social justice advancements. Readers may contact Matty at mhillman@selkirk.ca and access his full bio at Matthew (Matty) Hillman.

This event is free. To ensure we have an inclusive and welcoming environment for all, we’ve added registration to all our sessions.

Register now!

This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available openly.