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Friday, April 11, 2025

L&D as Social Architects

Image by Gerd Altmann from Pixabay

The 2025 World Happiness Report was released recently and people in Canada are less happy than they were last year. But more importantly, we are less happy than ever, since the survey began in 2005. Canada was 5th in 2015 and has now slipped to 18th. The United States also dropped to 24th and U.K. fell to 23rd. Finland once again is on top, named the happiest country in the world and has been for 8 years in a row. 

Among other things, the report underscores the profound impact of social connections on individual well-being and societal happiness. And it reminds us that social connections are not about social media and building and nurturing relationships is not about the number of posts, number of followers or number of views. It is about caring, sharing meals, living with family, connecting with and supporting others, trusting others, and being kind and giving. 

While Canada's ranking was disappointing; something gave me hope. 

Last week, I heard Facilitating on Purpose Podcast where Beth Cougler Blom had a chat with Pete Bombaci on "Fostering Social Connection". Pete, the founder of the GenWell Project, underscored the critical role of social connections in enhancing individual well-being and community health. 

Pete shared that Canada has come up with the world’s first Social Connection Guidelines developed by the Canadian Alliance for Social Connection and Health! I think it is a great first step forward and having these guidelines signals our understanding of what's important but more importantly, Canada's commitment to improving health and societal well-being. 

The 2025 World Happiness Report, the "Facilitating on Purpose" podcast with Pete Bombaci, and Canada’s Social Connection Guidelines all emphasize the fundamental role of social connection in individual well-being and societal happiness. 

All of this took me back to a blog post that I had written a decade ago titled, "From Dependence to Interdependence: The Changing Role of Learning Consultants". 

10 years ago, I reflected on my role as a learning consultant and the move I wanted to make from creating learners who are highly dependent towards a role where my relationship with my learners is all about interdependence. I described this evolution as follows:

"I see my role as a facilitator of the process of learning and not necessarily the provider of information or knowledge. I see myself as the seed for learning conversations through which I can enable my learners to connect with other learners, their peers, and experts in their personal learning network. In that sense, I am a node in the learning path; and hopefully a critical one. I see myself as the one that connects learners and creates opportunities for interaction and engagement." 

What I read and heard over the past week and what I wrote a decade ago are all deeply relevant to my work today, and to the work of facilitators, trainers, and instructional designers. We are not just learning designers or knowledge experts. We are catalysts of connection, and curators of learning environments where people feel seen, supported, and invited to grow. But not in isolation, rather within a community. 

Social collaborative learning is not a new concept. But my vision for the next decade is that we lean more intentionally into our role as social architects, creating learning spaces rooted in interdependence, not just independence. 

How would I imagine a social architect in the context of learning and development? 

Well, they certainly aren't someone who builds walls, creates silos, or delivers knowledge (training) top-down. Instead, they are someone who designs an invisible infrastructure that makes human connection, belonging, and growth possible. 

A social architect in L&D is a connector of learning, people and purpose.

I see social architects in L&D as the ones who nurture a community by weaving threads between people, ideas, experiences, and purpose where each thread represents a moment of learning and shared meaning. 

Just like architects design spaces not buildings, L&D social architects design human connection and shared meaning through learning. Because the real impact of our work lies not only in what people learn but in how they behave and how they connect, with themselves, with each other and with the work they do. 

Thursday, April 10, 2025

When Recognizing Prior Learning Raises the Standard

 


The NSCDA Certification Program for Career Practitioners has been named a finalist for the Professional Certification Program of the Year at the e-Assessment Awards 2025 and as you can tell, I am feeling proud!

I had the opportunity to contribute to this project as a consultant, working alongside Dan McFaull, the team at North Pacific Inc., and NSCDA’s dedicated team. Together, we co-designed and validated a competency-based certification model rooted in recognizing prior learning and supported by robust, real-world assessment tools.

Launched on December 10, 2024, the National Career Development Certification (NCDC) program has set a new national standard for Career Development Professionals (CDPs) across Canada. It ensures that all certified CDPs meet consistent, measurable standards of excellence and ethical practice, which is not only raising the professional standards of CDPs but also benefiting job seekers, students, employees, and employers nationwide.

This international recognition by the e-Assessment Association underscores the value of thoughtful, inclusive, and forward-looking approaches such as RPL/PLAR for professional assessment and certification. The awards will take place in London this June, and I’m so happy to see Canada’s work in this space being celebrated on the global stage! Wish the team all the very best!

Congratulations to the incredible team at NSCDA Lindsay Guitard Tara Deveau, BRM CCDPcm Ashley Halverson Teresa Francis Kathy McKee Sareena Hopkins CCDF-FCDC and many others who've played a big part and to all the partners including the Advisory committee and the Technical Working Group and the 515 recently certified CDPs!

It’s a beautiful thing when your work in advancing a profession makes a real impact.

Monday, March 24, 2025

Digital Pedagogy Toolbox: Who Are We Leaving Behind?

Photo by Taruna Goel

As a member of the post-secondary education community in B.C., I, like many others, have celebrated the expansion of digital pedagogies and the B.C. Post-Secondary Digital Literacy Framework as a way to promote flexibility, accessibility, and innovation. But beneath the surface, I have realized that perhaps some students, and some instructors, are quietly struggling to keep up.

As we adopt digital transformation, we must ask ourselves: who are we leaving behind? Are we unintentionally creating learning environments that benefit some while disadvantaging others?

In this article, I reflect on the hidden costs of an increasingly digital learning landscape. I also highlight how some of the strategies included in the Guidelines for Technology-Enhanced Learning can help post-secondary educators design more inclusive learning experiences that ensure all learners have equitable opportunities to succeed.

The Hidden Costs of Digital Pedagogy

I teach a post-secondary course, Instructional Design in Adult Education, at the University of Victoria (UVic) as a part of the Certificate in Adult and Continuing Education (CACE) program. The course is an asynchronous, online course. While I am always excited about the opportunity to introduce adult learners to instructional design, I also realize that teaching the course in this format, though incredibly flexible, poses its own set of challenges; not only for me as an Instructor, but for my students as well.

I have facilitated this course for many years and what strikes me most in this teaching experience is how digital tools that are meant to enhance learning can sometimes unintentionally create barriers. The tools and technologies that promise flexibility or accessibility can leave some learners feeling excluded.

Online and/or hybrid learning was often framed as offering students more flexibility and choice. Given that students come from diverse backgrounds and have diverse needs, flexibility is desirable. However, while flexibility has the potential to increase access for some learners, the form it takes needs to be addressed. (Ikebuchi, 2023, p. 15)

Digital learning environments, especially asynchronous ones like the course I teach, are often framed as offering freedom, but that freedom comes with hidden costs. As instructors, we must acknowledge the challenges and hidden costs of digital pedagogies including cognitive, emotional, and financial costs. The systems that seem to work for the most tech-savvy students sometimes overlook those who are still adjusting to the pace of digital education or grappling with the overwhelming demands of digital pedagogy.

Who Struggles in the Digital Environment

While online/hybrid learning offers the promise of greater support for learners from marginalized groups such as those with learning differences and/or disabilities, or those who live in underserved, remote/rural communities (often Indigenous communities), these are often the groups that are most identified as facing challenges of access to technology, the Internet, or accessible content. Addressing issues of access is vital if institutions want education to be equitable and inclusive. Learners cannot be expected to have digital literacy skills if they do not have access to technology. Students with learning differences and/or disabilities can only benefit from online learning if they can access the content in equitable ways. (Ikebuchi, 2023, p. 14)

After teaching and working in the online learning world for over two decades, I have come to realize that digital learning isn’t inherently more inclusive; in fact, it often amplifies existing disparities.

  • Students without digital fluency

Many students struggle with digital literacy, and this isn’t just a generational issue. While some of us may take it for granted, it is not easy to navigate different types of learning management systems, stay organized using digital and cloud-based resources and tools, and engage in asynchronous discussions and group work. It requires a level of digital literacy that not all students possess. Without focused guidance, these learners are not able to keep pace. Also, technology evolves so quickly that if you take a break from it for a year or two, or don’t use it for education and learning, getting back to it can be intimidating and overwhelming.

As an instructor I cannot assume digital fluency; it is something that must be taught and supported. Also, I view digital literacy not as an isolated skill, but an integrated part of the educational journey.

As post-secondary educators, we need to remember that integrating digital literacy into every aspect of the learning journey is not just a pedagogical choice; it’s an ethical imperative. It ensures that learners are equipped with the skills and knowledge they need to succeed academically, professionally, and personally in an increasingly digital world. (Goel, 2023)

  • Students with disabilities and neurodiverse learners

In the online environment, neurodivergent students and students with disabilities are faced with barriers like cognitive overload, poor UX/UI design, and overreliance on text-based digital content and resources. Tools like auto-generated captions and screen readers help, but they are often secondary considerations rather than a core design philosophy. Students in my class who report their ADHD difficulties usually express how they have difficulty with web-based course platforms being distracting and overwhelming, especially when the layout, navigation, and functionality across courses and programs are inconsistent.

Without one-on-one dialogue and individual mentoring, these students are behind the game before they even begin. I am more than willing to help those who reach out, but I cannot help but think about how many others are quietly struggling without anyone even knowing it.

  • Non-traditional students

My course attracts many adult learners returning to post-secondary education after years in the workforce. They also come from a variety of backgrounds including sectors that may or may not be considered tech-savvy. Many are mid-career professionals transitioning into training and education roles (e.g., tradesmen, clinicians, therapists, nurses, law enforcement officers, and emergency responders). They are returning to university digital learning environments and struggling to meet the expectations of online participation and engagement.

These learners are proficient in their field of practice and have specialized areas of expertise but may or may not have experience with online, formal learning. They struggle with the self-directed nature of many online courses and often find themselves isolated from other students who are more comfortable with digital tools. When they see other students navigating the online platforms with ease, and engaging in extensive virtual discussions and collaborative activities, they often experience frustration. This can sometimes affect their confidence in their ability to succeed in the course, and lead to disengagement and dropping the course. As an instructor, I have trained myself to be particularly sensitive to the needs of these non-traditional learners. Regular personal check-ins, clear expectations, and opportunities for in-person interaction such as frequent office hours can help support their learning and engagement.

  • Financially disadvantaged students

During COVID, we all realized that the digital divide wasn’t just about access to the internet. It was about high-speed connectivity, updated devices, specialized software, and, more importantly, quiet study and working spaces. As more assessments and courses move online, students with limited resources face more hurdles. The hidden costs of digital pedagogy are often financial and these barriers are rarely acknowledged in the broader conversation about digital education.

As stated in the B.C. Post-Secondary Digital Literacy Framework:

A person’s access to adequate hardware and software is required for developing digital literacy. However, not all people in B.C. have access to hardware and software, nor are included in digital or online environments. Therefore, alongside this framework, post-secondary institutions are encouraged to consider and address barriers learners might encounter when accessing digital learning spaces including connectivity, software, devices, and learning spaces. (Government of B.C., n.d., p.3)

  • Students who are digitally fatigued

There’s an important emotional hidden cost of digital pedagogies around digital fatigue. Yes, digital pedagogies are making online education flexible, but for many students, it feels like an ‘always-on’ environment with no clear boundaries between personal and academic life. In my teaching, I have observed how students can experience online burnout from managing work, study, and life because everything is increasingly becoming more digital!

The challenge is not about just keeping up with content, it is about managing what seems like an unending stream of digital interactions. This constant connectivity can lead to burnout and a sense of detachment. In the context of digital fatigue, conversations around the mental health and well-being of both university students and instructors are important topics in post-secondary education.

What Can Post-Secondary Educators Do?

Digital transformation, though revolutionary, is not always inclusive. But digital pedagogies don’t have to be exclusionary. By designing more intentionally, educators can mitigate some of the hidden costs of digital pedagogies.

Professional development topics related to digital learning are broad and varied. Like the challenges related to digital learning, some topics are directly related to technology use and others are more technology-adjacent (professional development related to assessment, instructional practices, and student support. (Canadian Digital Learning Research Association, 2024, p. 26)

The Guidelines for Technology-Enhanced Learning were developed by the Quality Enhancement Working Group in alignment with recommended action 1 (a) from the Digital Learning Strategy. These guidelines provide a roadmap for post-secondary institutions in British Columbia to ensure digital learning models are inclusive, equitable, and sustainable.

Among other things, the guidelines emphasize:

Designing for equity and inclusion

  • Digital learning environments should accommodate diverse learners by considering systemic inequities and integrating Universal Design for Learning (UDL). In addition, institutions should use intersectional approaches to assess how different groups experience digital learning.
  • Accessibility should extend beyond compliance with technical standards to address barriers related to technology access, affordability, and student support services.

Addressing the digital divide

  • Not all students have access to reliable technology. The guidelines recommend low and no-tech alternatives such as providing downloadable or print-based course material, offering technology borrowing programs, and creating physical learning spaces where students can access digital tools.
  • Institutions should clarify how required technologies align with learning outcomes and provide alternative ways to complete coursework if students face barriers.

Supporting educators and learners

  • Technology-enhanced learning should take a human-centred approach. Institutions should provide mental health and well-being support for both students and staff in digital environments.
  • It is important to create opportunities for educators to upskill so they can effectively teach in digital environments. Educators need ongoing professional development in digital pedagogy so that they can develop new teaching strategies and design models that support the needs of digital environments and inclusive learning practices.

Moving Forward: Making Digital Learning Work for Everyone

The 2024 Pan-Canadian report on digital learning states:

Given the continuing interest in increasing hybrid, online, and technology-supported learning, it is important to acknowledge the challenges associated with technology adoption. Some challenges, like faculty and student digital literacy or technology infrastructure, are directly related to technology use, whereas others are more systemic in nature and become more pronounced when technology is introduced into the institutional context (e.g., faculty fatigue and burnout, quality assurance, and addressing inequities). (Canadian Digital Learning Research Association, 2024, p.21)

While digital learning offers new opportunities, it also creates barriers that disproportionately affect some learners. As we continue to innovate, we must also recognize and address the hidden costs of digital pedagogies that prevent both students and instructors from fully participating.

By leveraging the Guidelines for Technology-Enhanced Learning we can navigate the expanding use of digital technologies in teaching and learning. This includes fostering the development of localized digital literacy policies and increasing digital literacy knowledge, skills, and abilities for all, including people of all levels of digital experience, backgrounds, contexts, and worldviews. We want to create a post-secondary system that truly works for everyone, not just those with access to the right tools and resources.

References

Canadian Digital Learning Research Association. (2024). 2024 Pan-Canadian report on digital learninghttps://cdlra-acrfl.ca/wp-content/uploads/2024/12/2024-Pan-Canadian-Report_EN.pdf

Goel, T. (2023, November 15). Digital pedagogy toolbox: Integrating digital literacy practices. BCcampus. https://bccampus.ca/2023/11/15/digital-pedagogy-toolbox-integrating-digital-literacy-practices/

Government of British Columbia (n.d.). The B.C. Post-Secondary Digital Literacy Framework https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/institution-resources-administration/digital-learning-strategy/bc_post-secondary_digital_literacy_framework.pdf

Government of British Columbia (n.d.). Appendix 1: Guidelines for Technology-Enhanced Learning https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/institution-resources-administration/digital-learning-strategy/guidelines_for_technology-enhanced_learning.pdf

Ikebuchi, S. (2023). Accessing education: Equity, diversity, and inclusion in online learningCanadian Journal of Learning and Technology, 49(1). https://doi.org/10.21432/cjlt28349  https://cjlt.ca/index.php/cjlt/article/view/28349

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