- Technical Writing Essentials: Introduction to Professional Communication in the Technical Field — Deb Neilsen, College of New Caledonia
- Physical Geology— Karla Panchuk, UBC Okanagan
- Principles of Social Psychology— Hammond Tarry and Farhad Dastur, Kwantlen Polytechnic University
- Principles of Marketing— Biggi Weischedel, Thompson Rivers University
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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.
This webinar will provide an introduction to how to find, use, and share open educational resources (OERs). Are you new to open education and not sure where to start? Or are you just starting your own OER project and wondering where to find other openly licenced materials and what to do with them? This webinar will answer all these questions by providing an introduction to open education and OERs, discussing copyright and Creative Commons licenses, and going over how you can find, use, and OERs.
This event is free. To ensure we have an inclusive and welcoming environment for all, we’ve added registration to all our sessions.
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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.
This webinar will introduce how to design open educational resources with accessibility and Universal Design for Learning in mind.
In this webinar, we will talk about how to design open educational resources so they are inclusive and accessible for all students. This will include an overview of the technical considerations of digital accessibility for things like text, videos, and images. We will also look at how Universal Design for Learning can help us create educational materials that are more flexible and useful for students. Students can be very different from each other, and what may work for one student may not work for another. By designing for those differences, we can create educational materials that are more useful, powerful, and accessible to all.
This event is free. To ensure we have an inclusive and welcoming environment for all, we’ve added registration to all our sessions.
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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.
In this webinar, learn how to use Pressbooks to create and share open educational resources with students and fellow educators. Pressbooks is an online self-publishing tool available to all post-secondary faculty and staff in B.C. and the Yukon (https://pressbooks.bccampus.ca/). It allows you to create educational resources that can be easily shared, maintained, and accessed across multiple devices, downloaded, or printed.
This event is free. To ensure we have an inclusive and welcoming environment for all, we’ve added registration to all our sessions.
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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.
Rubrics can be used in a variety of ways to promote student learning, and they can help you to give feedback and assess student learning effectively and efficiently. In this three-hour workshop, you will have the opportunity to create a rubric for a new assignment or learning activity for your course this fall.
In the first hour, we will explore the different purposes and types of rubrics and recommended practices to develop an effective rubric. You will be provided with several rubric formats and select the rubric appropriate for your learning activity and purpose. In the second hour, you will work independently to draft a rubric for your learning activity. In the final hour, you will participate in a small feedback group to review the rubrics. At the end of the workshop, you will have a peer-reviewed rubric to pilot in your upcoming course. Please come to this workshop with a new assignment or learning activity for a course that you will be teaching this fall.
Presenter Info:
Jacquie Harrison teaches in the School of Instructor Education at Vancouver Community College (VCC). Jacquie’s teaching approach centres assessment as/for learning as an essential component of creating effective learning environments in the courses she designs and facilitates. She also teaches assessment and evaluation in the Provincial Instructor Diploma and the Teaching Online Certificate. Additionally, Jacquie helps faculty develop online assessments in her role in the Centre for Teaching, Learning and Research at VCC. Jacquie has a master of education in curriculum and instruction from Simon Fraser University and has been teaching in adult education since 1992.
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.
Join us for an introduction to trauma-informed teaching. This one-hour session will give an overview of what trauma-informed teaching is and why it is effective. We will provide some concrete examples of classroom situations and how to apply trauma-informed teaching strategies. Seventy-six per cent of Canadians report having experienced a traumatic event in their lifetime, and approximately 9 per cent of Canadians who experience trauma develop long-lasting psychological symptoms (Ameringen, Mancini, & Boyle, 2008). In the classroom, trauma can affect students’ ability to process and retain information. By using a trauma-informed lens, instructors can reduce the negative effects on learning. The bonus of a trauma-informed teaching lens is that all students benefit, whether or not they have current or past trauma. Your co-facilitators for this session are Deb Nielsen and Melinda Warfolk, both from the College of New Caledonia.
Presenter info:
Melinda Worfolk (she/her) teaches English in the academic upgrading program at the College of New Caledonia (CNC) in Prince George, B.C. Since starting at CNC in 2001, she has taught a wide range of students from literacy level to second-year university. Her teaching and research interests include the role of empathy in teaching, Indigenization/decolonization of educational systems, culturally responsive pedagogies, and plain language as an access issue. She has a BA in English literature from the University of British Columbia and an MA in gender studies from the University of Northern British Columbia. Melinda is grateful to live, work, and play on the unceded territory of the Lheidli T’enneh.
Deb Nielsen is a curriculum developer with the Centre for Teaching and Learning and an instructor in the English program at College of New Caledonia (CNC). Her academic interests are motherhood and feminist studies, Indigenizing and interculturalizing curricula, student success, and open pedagogy. She holds a master’s degree in library and information Studies from San José State University in California and an MA in English from the University of Northern British Columbia. She is currently working on two open educational resources textbooks, co-writing Getting Ready for Work-Integrated Learning and creating H5P content for Technical Writing Essentials.
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.
Join us for this exciting new FLO online course on trauma-informed teaching for 
educators. By the end of this session, participants will be able to:
- Define trauma and trauma-informed teaching and practice.
- Understand the six guiding principles of trauma-informed practice.
- Identify, develop, and practice trauma-informed teaching strategies.
- Understand the importance of boundaries and self-care.
- Implement boundaries and self-care strategies.
- Understand trigger warnings and evaluate their use.
The course will happen mostly asynchronously—you can study at your own pace and at a time that works for you—with two planned 90-minute synchronous sessions on September 20 and October 1 from 12–1:30 p.m. PST. Participants should expect to spend approximately 6 hours per week engaging with the course, including the 90-minutes synchronous session per week. Your co-facilitators for this course are Melinda Warfolk and Deb Nielsen.
Deb Nielsen is a curriculum developer with the Centre for Teaching and Learning and an instructor in the English program at the College of New Caledonia (CNC). Her academic interests are motherhood and feminist studies, Indigenizing and interculturalizing curricula, student success, and open pedagogy. She holds a master’s degree in library and information Studies from San José State University in California and an MA in English from the University of Northern British Columbia. She is currently working on two open educational resources textbooks, co-writing Getting Ready for Work-Integrated Learning and creating H5P content for Technical Writing Essentials.
Melinda Worfolk (she/her) teaches English in the Academic Upgrading program at CNC in Prince George, B.C. Since starting at CNC in 2001, she has taught a wide range of students from literacy level to second-year university. Her teaching and research interests include the role of empathy in teaching, Indigenization/decolonization of educational systems, culturally responsive pedagogies, and plain language as an access issue. She has a BA in English literature from the University of British Columbia and an MA in gender studies from the University of Northern British Columbia. Melinda is grateful to live, work, and play on the unceded territory of the Lheidli T’enneh.
This is a paid event. There is a one-time registration fee of $25.
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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.
Grading, feedback, assessment, and evaluation are all part of the instructional package, yet it appears to be grading that brings out the strongest reaction among instructors and remains a constant concern for students, instructors, and administrators. Are we grading properly? Are we too soft on students with our grading or too rigid? There seems to be very little in the way of a uniform approach when it comes to grading across educational institutes. One response to this dilemma has been a movement toward “ungrading,” a practice that attempts to sidestep the demand to rate students against each other and replace it something more reflective of student learning and achievement. Advocates for ungrading have argued for taking grading out of the discourse of the class environment to focus on the more substantive learning opportunities provided by feedback, reflective practice, and meta-learning. Join your FLO facilitator, Dave Smulders, as he explores this topic! This session highlights his experiences with incorporating ungrading in a third-year university course at the University of British Columbia, with all the joy and disappointment that comes with experimentation on such a contentious subject. Ungrading, in his view, does not mean getting rid of the final letter or number attributed to students at the end of a course but rather de-centering the importance of that final grade in favour of encouraging students to take more responsibility for their learning as well as the learning of their fellow classmates. Come ready to share your ungrading stories or questions!
Facilitator:
Dave Smulders (he/him/his) Dave Smulders has been an instructional designer and teacher in a variety of capacities, both in B.C. and abroad, for almost 30 years. He teaches adult education courses in the Department of Educational Studies at the University of British Columbia and was the recipient of the Faculty of Education Sessional and Lecturer Teaching Prize in 2016. He is also a program manager of faculty development at the Justice Institute of British Columbia. In both roles, his work involves collaborating with students and faculty to strengthen the connection between teaching and learning.
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.
Transferring in-class classroom activities that promote learning into 
activities that are effective in the online learning environment is challenging. This demands a high level of digital literacy, or comfort in evaluating, piloting, and adopting new technologies into your toolbox of educational resources. This one-week MicroCourse will demonstrate that technology is something that should be welcomed into the classroom to allow an instructor a growing repertoire of media that stimulates teaching and learning. Incorporating digital tools in the classroom also increases students’ digital literacy while they complete activities and assignments. Your lead FLO facilitator for this MicroCourse is Ken Harmel. Ken Harmel is a family guy working as a senior learning designer at the University of the Fraser Valley (UFV). He began teaching in the tech sector and then spent 13 years in Japan honing his teaching skills with Japan Airlines Academy. Intrigued by the potential of distance education, he acquired his M.Ed. on that topic and thus began his pursuit of the elusive perfect online course. Ken has been a member of the BCcampus community for years and contributes much of his success at UFV to the professional development that BCcampus offers.
Please Note: This FLO MicroCourse is an asynchronous one-week course with one synchronous session on Tuesday, October 19, 2021, from 12:00 p.m. to 1:00 p.m. (Pacific Time).
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.
In the past few years, we have lived through a rise in incidents across the country where people have been targeted because of their sexual orientation, ethnicity, or faith. These divisive ideas are often rooted in fear or lack of knowledge and understanding. There is a critical need for educators and other professionals to understand the individual and systemic factors that fuel and perpetuate racism and to learn to respond in ways that turn words into actions. Join us in this FLO MicroCourse to grow in understanding and action. In this one-week course, we will:
- Deliberate on our individual and collective understanding of what constitutes racism.
- Envision approaches to working as anti-racist individuals.
- Develop strategies for working in online environments, including reflection and action.
Required Student Participation
You will likely spend more time on your own reading and deepening this work. However, we consider that 2.5 hours per day is the minimum investment to complete the course, including exploration of resources and contributions. We also invite you to join us in two one-hour synchronous sessions on Wednesday, Dec. 8, at noon, and Friday, Dec. 10, at 9 a.m. Pacific Time to complement self-paced learning. Your lead FLO facilitator for this course is Carmen Rodriguez de France. With over 35 years of experience in education, Carmen acknowledges her privilege to live, learn, and teach on the land of the W̱SÁNEĆ community and the lək̓ʷəŋən and SENĆOŦEN-speaking Peoples. Carmen was born and raised in Monterrey, México, and is a faculty member in the Department of Indigenous Education at the University of Victoria, where she facilitates courses on Indigenous pedagogy and education as well as on social justice. Her most recent research projects focus on the scholarship of teaching and learning with pre-service and in-service teachers as well as on the exploration of reconciliation through the arts.
This event is free. To ensure we have an inclusive and welcoming environment for all, we’ve added registration to all our sessions.
Registration coming soon!
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.