The Learning Hub: Issue 20

Dennis Yip

In this week’s issue…

Virtual reality could serve as powerful environmental education tool, according to Stanford researchers

From Stanford News | news.stanford.edu

Stanford researchers took a virtual reality experience into a variety of educational settings, including high school classrooms, to test the impact on awareness and understanding of ocean acidification. Read More

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How to Build an Online Learning Community: 6 Theses

From Jesse Stommel Blog | jessestommel.com

Educational institutions are spaces for learning, but more specifically, they are spaces for social learning. And so our role as educators and administrators of educational institutions has to be focused on building community in addition to offering courses, designing curriculum, and credentialing.  Read More


JIBC Library

 

Library is now offering curbside book & DVD pick-up!

Prefer to have delivery?  Our free mailing service has you covered!

Read all about it on our COVID-19 Subject Guide

 

 


Upcoming CTLI Virtual Drop-in Sessions

Come meet us in Collaborate! Bring your questions!

  • Thursday, August 20, 2020 from 11am to 12pm
  • Thursday, September 3, 2020 from 11am to 12pm

We’ll be running a drop-in session each week, on Thursdays, between 11am-12pm.

Register for your session here.


Resources

Interesting Finds

BCcampus Recorded Webinars


BCcampus Upcoming Events

Adapting to COVID-19: Answering the Call to Being and Becoming an Ally
Join us as for a dialogue with a diverse panel of anti-racism educators and activists. They will share their views on what it means to be an ally, how to become one, and how to acknowledge and disrupt systemic racism. Responding to amplified calls to confront systemic racism, the panelists will discuss how to navigate these complex dynamics in post-secondary campus and classroom interactions. Panelists will explore the importance of addressing intersectional oppressions embedded in teaching, curriculum, research and service as well as the adverse impacts that structural and epistemic racism have on BIPOC faculty, staff, students, and communities.
August 18, 2020 @ 10:30 am – 12:00 pm | Register here

 

FLO MicroCourse – Make Your Course Intro Video
Do you want to create a great first impression in your online course? This course will help you create an introduction video that excites your learners about what’s ahead and includes mostly asynchronous activities Synchronous sessions will be recorded.
August 17-August 23, 2020 @ 12:00 pm | Register here

 

Adapting to COVID-19: Learning Design Studio Drop-In Session
Join us for this one-hour drop in session which will build on the information provided in the  webinar on Building Community and Enacting Care in On-line environments. This session will provide participants with the ability to consider learning design and the tools that will assist you to connect with students in on-line environments. Come with questions and learn with our facilitators and other participants to develop strategies to address your challenges.
August 21, 2020 @ 1:30 pm – 2:30 pm | Register here

 

FLO MicroCourse – Write a Compelling Discussion Prompt
In asynchronous courses, there are as many ways to launch a discussion as there are topics to discuss. Come workshop any discussion prompt topic and invite learners to engage in your course work.
August 24-August 30, 2020 @ 12:00 pm | Register here

 

Click here for the list of BlueJeans recordings from #AskBCcampus


We’re still in the early days for pivoting learning online –
it’s best to practice simplicity, empathy, and compassion. #AskBCcampus

~ BCcampus


DROP-IN THIS MONTH

Thursday, August 20, 2020 from 11am to 12pm | Join session
Thursday, September 3, 2020 from 11am to 12pm | Join session

CTLI RESOURCES

Universal Design for Learning

Universal Design for Learning: A Practical Guide (PDF)

UDL Guidelines (PDF)

Facilitating Synchronous Online Learning with Collaborate Webinar

Watch a recording of the workshop here.

Follow along with a copy of the slides.

Suggestions for Synchronous Online Learning (PDF).

Pivoting to Online

Watch a Recording of a Collaborate Training Workshop

Instructor Transition Course

Blackboard Help | For Faculty | For Students

Can’t Help Falling In Love – Elvis Cover by 6-Year-Old Claire Crosby

The Crosbys

CONTACT US

Want some one-on-one help? Have something specific you need assistance with? Reach out to the CTLI team by emailing us at telt@jibc.ca.


OFFICE OF INDIGENIZATION

Cultural safety in the classroom is a top priority for educators. As highlighted in the last issue, when cultural safety is firmly established, Indigenous learners report feeling a sense of belonging, respect and place within the academy and this increases the likelihood for positive educational and community-based outcomes. Thus the goal is realizing an educational experience for all learners that respects, recognizes and reflects cultural identities and shares in an equitable balance of power in classroom structures, relationships, and expectations. Cultural safety is defined and measured by learners not instructors. At the end of the day, how did you make the learner feel?

Practicing cultural safety for Indigenous learners requires a critical reflection of your beliefs, practices and histories as an educator and an analysis of your intersecting understanding of Canadian history, colonization, institutional racism and how colonial relationships apply in your life (benefits and losses, for example). Actualizing cultural safety is only possible when educators take responsibility to engage in critical thought about how cultural discrimination and systems of social and institutional power and advantage play out in their minds, hearts and hands. Every Canadian is complicit in the colonial project because its origins span long before settlers arrived to Turtle Island. We all have inherited ideologies passed along generations that seek to conquer and divide. It is up to us now to disrupt this pattern.

CONTACT US

Email indigenization@jibc.ca if you want to discuss the self-reflection and self-awareness components of cultural safety.