Shaping the Future of Teaching and Learning in B.C.

This week, I had the pleasure of participating in the second annual Digital Learning Strategy Forum, hosted by BCcampus and the Ministry of Post-Secondary Education and Future Skills. It was an energizing two days filled with rich discussions, shared best practices, and innovative ideas to advance the B.C. Post-Secondary Digital Learning Strategy.

Maha Bali's keynote and her work on the Equity/Care matrix highlighted the importance of ethics, morality, equity and care in teaching and learning. One of my biggest takeaways was the shift she described as moving from designing with empathy to co-designing with compassion rooted in the ideas of recognition and learner agency. It’s a perspective that will stay with me.

Lucas Wright’s keynote on GenAI was equally thought-provoking and pragmatic. He described it as a sea change in teaching and learning and emphasized the skills we need to navigate this disruption—critical thinking, creativity, agency, and community. Lucas shared practical strategies to help us move forward, from building GenAI literacy to cross-institutional and local GenAI models, and rethinking assignments and assessments. His insights on prompt engineering, including the ACTOR Prompting Model, were both timely and actionable.

As a member of the Program Committee, I knew what was in store for the participants. But I was blown away by the way all the presenters brought their ideas to life. They created opportunities for interaction and reflection and challenged us to think bigger and deeper. As a participant, I found myself surrounded by a community who engaged with such honesty, curiosity, and thoughtfulness. Some of the feedback shared about the work done so far and the questions raised about the road ahead were insightful. What stood out most for me was the commitment and active engagement of the Ministry team, who are clearly in this for the long haul. Their presence throughout the two days was truly inspiring.

Some of you may have heard me share this sentiment during the forum: I view the implementation of the Digital Learning Strategy as an evolution, not a revolution. While there is a clear need to build policies, supports, and technologies to strengthen digital learning and competencies across B.C., I felt proud of the incredible work already happening in our post-secondary institutions. The forum reaffirmed the importance of the spaces that BCcampus and the Ministry are fostering for cross-institutional dialogue so that we all continue to become better, together.

In 1997, when Paul Gilster coined the term “digital literacy,” he said it was about “mastering ideas, not [computer] keystrokes.” That sentiment feels as relevant as ever. Over these two days—and in the ongoing conversations—we’re all working together to master ideas that will shape the future of teaching and learning in B.C. It’s a privilege to be part of these conversations, and I’m eager to see where they lead.

From Jargon to Clarity: Turning Terms into Understanding

Image by Felix Wolf from Pixabay

As consultants and industry professionals, we often take for granted the terms we use every day. But what seems like common language to us can be a whole different story for others outside our industry. One such term is “granularity”. Granularity refers to the level of detail or precision within a particular context. It can be applied across various fields.

As a Competency Development & Assessment Consultant, I used the term in a recent workshop within the context of mapping existing courses to the Occupational Competency Profile and highlighted the importance of identifying the "right level of granularity" for the mapping exercise.

What impressed me was how quickly my (very excellent) client team took the initiative to clarify the term. They not only sought a better understanding but also asked for additional resources and tools to truly grasp how to use the idea of “level of granularity” in practical ways. So, we went one layer deeper to discuss how to map different components of a course with specific pieces of information in the competency profile. Should we map topics, lessons, or entire courses? And should those be aligned with competency areas, key competencies within each area, or the specific knowledge and performance requirements within each competency? It became a very nuanced and valuable conversation. And based on that, we came up with usable and workable tools and templates that reflected the level of granularity we were looking for.

That conversation reminded me of how vital it is to clarify industry jargon. What’s simple for us can be vague or ambiguous for someone new to the conversation. By breaking down these terms, we not only help establish shared understanding but also create opportunities for richer discussions and insights.

So, the next time you dive into a conversation, remember: clarity can turn confusion into connection and collaboration!

What’s an industry term or jargon that you’ve explained recently?

Magnifying Your Spirit

Photo by Taruna Goel (Ambleside Beach, West Vancouver, Oct 24)

I didn't think I'd get poetic here but life surprises us in wonderful ways. This morning, I read the most beautiful post by Maria Popova in "The Marginalian". This week's post was a celebration of the 18th anniversary of the birth of The Marginalian where she shared her top 18 learnings from writing The Marginalian for 18 years. All learnings are insightful and beautifully articulated but the 8th one especially spoke to me.

8. Seek out what magnifies your spirit.
"Patti Smith, in discussing William Blake and her creative influences, talks about writers and artists who magnified her spirit — it’s a beautiful phrase and a beautiful notion. Who are the people, ideas, and books that magnify your spirit? Find them, hold on to them, and visit them often. Use them not only as a remedy once spiritual malaise has already infected your vitality but as a vaccine administered while you are healthy to protect your radiance."

Reading this got me wondering who are the people, ideas, and books that magnify my spirit? I felt an overwhelming sense of relief and calm knowing I have more than a few...

Perhaps the biggest magnifier of my spirit is Nature. It completes my lived experience like nothing else can. I feel a deep, spiritual connection to Nature as it effortlessly prompts the feelings of joy, reflection, peace, and gratitude within me; I am constantly in awe of it and endlessly inspired by it. The most magical effect of Nature is that it reminds me of how little I matter against the vastness of the universe and at the same time it magnifies my inner light in ways that are bigger than I can imagine.

Poetic much?

Who are the people, ideas, and books that magnify your spirit?

If you don't follow Maria Popova's work already, here's a gentle nudge to give it a try.

https://www.themarginalian.org/2024/10/22/marginalian-18/

So Hum - "I am That"

I have a deep, personal connection with the words, So hum. 

So hum is a mantra that means "I am That". In Vedic philosophy, it means identifying oneself with the universe or ultimate reality. 

(…) तेजो यत्ते रूपं कल्याणतमं तत्ते पश्यामि योऽसावसौ पुरुषः सोऽहमस्मि ॥१६॥

“The light which is thy fairest form, I see it. I am what That is“

(A mantra is a sacred utterance, a numinous sound, a syllable, a word, or a group of words in Sanskrit believed to have psychological and spiritual powers. The earliest mantras were composed in Vedic Sanskrit by Hindus in India, and are at least 3000 years old.)

This past week, I had the privilege of attending a lecture by Dr. Robin Wall Kimmerer, Potawatomi educator, botanist, and bestselling author of Braiding Sweetgrass. 

(The event was presented in partnership with the Chan Centre for the Performing Arts, Critical Indigenous Studies at The University of British Columbia, Museum of Anthropology at UBC and the Vancouver Institute.)

Her talk, “Restoration and Reciprocity: Healing Relationships with the Natural World,” was both profound and thought-provoking and reminded me yet again about the power of oneness.

One key takeaway from Dr. Kimmerer's lecture was the concept of reciprocal, biocultural restoration, that in healing the land, we heal ourselves. She challenged us to think beyond land as property but land as a keeper of knowledge, not as a belonging but as a source of belonging, and not as a right but an entity with which we must build a relationship based on responsibility.

As I was taking notes during the lecture, I realized how this perspective aligns so well with Hindu philosophies that emphasize the intrinsic value of nature, not just as a resource for human use but as part of a spiritual whole. Dr. Kimmerer's ideas resonated deeply with me within the context of the environmental teachings that I grew up with as shared by my parents and grandparents and our ancestors, where nature is viewed as sacred. In Hinduism, we view the Earth (Bhumi), as a goddess, worthy of reverence and protection. Beyond that, the principle of Dharma central to the Hindu worldview is at its core about living in balance and harmony with nature. The Panch Mahabhutas (five elements—earth, water, fire, air, and space) are the foundation of life. And, maintaining balance among them is seen as essential to sustaining the world.

Dr. Kimmerer asked a crucial question: How do we reciprocate the gifts the earth offers us? One powerful answer she gave is through education. But what does it really mean to be an educated person? Is it the number of years in school, the number of degrees, the number of years on Earth, or something more? Dr. Kimmerer reminded us that "An educated person knows their own gifts and how to give them to the world."

As we honour the experiences of Indigenous peoples and commit to the work of reconciliation, on the National Day for Truth and Reconciliation in Canada, I am reflecting on how I can apply these teachings in my own life both as an educator and as a learner. Dr. Kimmerer’s reflections on traditional ecological knowledge, biocultural restoration, and two-eyed seeing—the integration of both Indigenous and Western ways of knowing—feel especially important today. She asked each of us to think about what if, instead of human exceptionalism, our conservation efforts were guided by kinship and interconnectedness. What if healing our relationship with the land became part of our reconciliation journey?

By restoring our relationship with Earth, we can all move closer to restoring our relationships with one another.

#TruthAndReconciliation #Restoration #IndigenousKnowledge #ReciprocalRestoration #TraditionalHinduWorldview #Hinduism #Sanskrti #LandBack #TwoEyedSeeing #HealingOurLand #BraidingSweetgrass #EducationAsReciprocity

Experience Alone Does Not Guarantee Learning

Image by Gerd Altmann from Pixabay

Over the past few days, I have been mulling over a very simple concept: learning doesn’t automatically result from experience. But John Dewey (1933) said it better:

"We do not learn from experience. We learn from reflecting on experience."

John Dewey believed that our experiences shape us, and when reflective practice is part of learning, meaning and relevancy is created, which initiates growth and change (Dewey, 1933). 

So, the process of learning is really about reflecting on experience and the amount and level of learning depends on how a person processes their experiences. Two people may go through the same experience but walk away with very different levels of understanding or skill development based on how they engage with that experience, their mindset, or even their prior knowledge.

Same Experience; Different Learning

Think of two employees in a company who are tasked with leading a project for the first time. One employee approaches project management as a series of tasks to be completed and focuses on the outcome. They gain new knowledge about project management and gather some experience in managing people and projects. 

The project is delivered on time and on budget. At the end of the project, they move to the next one.

The other employee also approaches project management as a series of tasks to be completed but focuses on both the outcome and the process. They spend time thinking about the challenges they are facing. They seek feedback from seniors and assess what might work better in their project context. They think about their role as the manager and their leadership and communication skills. 

The project is delivered on time and on budget. At the end of the project, they review the project noting both successes and failures. They ask themselves questions like: How did my leadership style impact the team’s performance? How could I have handled scope changes better?, etc.

If we assume that external conditions such as the organizational settings, deliverables, deadlines, team composition, challenges, etc. were the same - then in both cases, the employees had the same experience - that of managing a project. But the second employee likely learned more actively by reflecting on what they were learning. Their learning was embedded throughout the experience. And in the process, they developed new skills. 

Experience alone doesn’t guarantee learning—what matters is how individuals engage with and reflect upon their experiences. 

In the context of Recognition of Prior Learning (RPL) and Prior Learning and Recognition (PLAR), this difference is crucial. 

Why This Difference Matters in RPL/PLAR

• RPL/PLAR is not about simply acknowledging that someone has spent time in a particular job or role. Just because someone has worked in a particular role for years doesn’t automatically mean they have developed the competencies that can be recognized. 
  
  
• RPL/PLAR is about assessing the specific knowledge, skills, and competencies that a person has gained from those experiences and determining whether these align with the required standards. Even if someone has had many relevant experiences, the learning must align with specific workplace or professional competency standards and the learning must match the competencies or outcomes defined by professional bodies, regulatory standards, or academic programs.
  
  
• RPL/PLAR focuses on assessing what individuals have learned from their experiences, not just having had the experience itself. It’s the demonstration of this learning through evidence such as reflections, portfolios, assessments, or practical tasks—that proves their competencies. 

Canadian Association for Prior Learning and Assessment (CAPLA) states this as:

"The Golden Rule of PLAR is credit for learning, not experience.”

The Scottish Credit and Qualifications Framework (SCQF) Handbook describes this as:

"It is the content, currency and amount of learning that a learner has which is subject to recognition, not the experiences themselves (these are simply the medium through which learning is acquired)."

In CAEL’S 10 Standards for Assessing Prior Learning, the first standard states that:
"Credit or competencies are awarded only for evidence of learning, not for experience or time spent."

All of this to say that the same experience can lead to different levels of learning depending on how actively one engages with the process. Therefore, learning differs from person to person. 

By emphasizing learning over experience, RPL/PLAR ensures that individuals are assessed on their demonstrated skills and knowledge, making the process a meaningful validation of their competencies.

That’s why it’s called Recognition of Prior Learning, not Recognition of Prior Experience—because it’s the learning, not the mere fact of having had an experience, that truly counts.

Work Fingerprints: The Human Touch in an AI World

Image by Gerd Altmann from Pixabay

A few days ago, I read the work being done towards creating a standard for Canada called the “Accessible and Equitable Artificial Intelligence Systems.” Among other things, the proposed framework highlights how: 

"We must speak up to make sure AI addresses the voices of those on the edges, for whom the “typical” will never work. Without intervention, we risk AI creating a kind of amplified, fractal echo-chamber, advancing homogenization and being capable of enacting more discrimination at a faster rate." 

And then, over on LinkedIn, Michelle Ockers, shared a reflection on her use of genAI. She acknowledged how it can help her be more efficient, but shared her concern about feeling guilty about using it, especially when others claim they've created something without the help of AI.  

I’ve been pondering similar concerns about AI and the human-AI loop. It is inevitable that we will all increasingly use more of AI and in many different ways. But doing so rapidly, and in the absence of specific and usable frameworks, standards, laws, and protection, is concerning. In many ways, we have to embrace how it is becoming an extension of our own skills. That's perhaps why I prefer calling it Augmented Intelligence rather than Artificial Intelligence. 

Personally, when using AI to support my work, I am hyper aware about how AI can favour/ compute/ recommend the "default" or the "standard" and potentially overshadow my individual perspective. For me, AI is a tool, not the product. So, I consciously and intently use and infuse my voice into my work - the voice that is shaped by my unique human experiences. 

I call it my "work fingerprint" and people who work with me look for it, recognize it, and value it. 

My work fingerprint is made of everything that I am made of - my experiences, perspectives, ideas, insights, creativity, lessons learned, fears, and concerns but also all other aspects of intersectionality that I bring to the table including my nature, nurture, education, background, ethnicity, family, friends, immigration journey and community service. 

I'd like to believe that my work fingerprint is unique to me or at least is distinctive enough that it reflects a certain way of thinking, problem-solving and decision-making. So, I want to do everything to preserve it and nurture it - now more than ever - and especially while augmenting my intelligence with AI tools. I want to retain and preserve the human touch in an AI world.

All Models Are Wrong; Some Are Useful

Photo by: Taruna Goel 

"All models are wrong, but some are useful". - George E. P. Box

As Educators, Instructional Designers, and Teachers, we rely on various learning and instructional models to guide our practice. Whether it is ADDIE, SAM, Gagne, ARCS, Bloom's Taxonomy, Dick & Carey, Problem-based Learning, or the 702010 model, each offers a unique lens through which we can shape learning experiences. Of course, none of these models can perfectly capture the complexity of learning and teaching. But what they can do - is give us a framework for guiding our thinking and designing effective interventions that are useful and valuable.

I bet you have a preference for certain models over others and based on your experience, you've adapted or customized the models to better meet your stakeholder needs. I guess this flexibility and creativity is what defines the field of instructional design and this is why I love it. It's part science and part art.

Over the last few years, I have been exploring and applying Universal Design for Learning (UDL) in my work - not just in the design of learning experiences but in the design of processes and policies too! In the K-12 education world, UDL is recognized and respected for its inclusive approach to instructional design. But in the High-Ed and Corporate world, it is sometimes misunderstood or misinterpreted.

Acknowledging that "all models are wrong," UDL does present its challenges in implementation. However, recognizing that "some models are useful," there exists an opportunity to tailor and apply UDL to suit specific needs. From my experience, UDL has been:

• Proactive rather than reactive,
• An approach rather than a strict prescription,
• Centered on mindset over technology,
• Focused on variability rather than disability,
• Emphasizing voice over mere access,
• About choice rather than 'one size fits all.'

And like any other model or approach, UDL is not perfect. However, it has profoundly influenced my practice by prompting me to consciously consider the kinds of barriers people might face and plan ways to reduce those barriers and maximize learning opportunities to support the needs of diverse learner populations. For me, UDL serves as a deliberate and intentional lens through which I design learning experiences, processes, and policies.

All of this to say, I want to celebrate all types of instructional models! Despite their imperfections, these models have empowered me to inspire learning, cultivate critical thinking, and drive improvements in workplace performance!

What instructional models have you found particularly effective in your practice? How have you personalized these models to enhance engagement, learning, and transfer?

#Education #Teaching #TeachingModels #InstructionalDesign #Training #UDL #UniversalDesignForLearning #ReducingBarriers #Barriers #MaximizeLearning #TeachingModels #InstructionalDesignModels #InstructionalModels #Engagement #Learning #Performance #ModelsForLearning

Because Microcredentials are Strategic; Not an Add-On

Image by Mohamed Hassan from Pixabay

Microcredentials are a thing. If you work in the education or skill development sector or the L&D industry, you've probably seen and participated in all the excitement surrounding the design, development and delivery of a microcredential.

But how often do we get an opportunity to deeply engage in thoughtful analysis of the business case and the real market need and value proposition for the microcredential? How much and how soon do we collaborate with learners and employers to shape the microcredential ensuring it meets the skill gap requirements and industry standards and expectations?

I was recently exploring the microcredential rabbit hole and ended up reviewing a resource developed by Institute for Credentialing Excellence, which is perhaps one of the most comprehensive resources I have seen on the topic of #microcredentialing. 

The document (part of the Microcredential Toolkit) describes various phases of micro-credential development and includes a framework that can be used as a checklist for each of the phases including:

- Strategic Planning 

- Marketing 

- Operational Considerations 

- Design and Development

- Delivery

- Maintenance 

It makes a good case for why strategic planning in microcredential development is not just useful —it’s essential. By thinking carefully about each phase, from initial business case to long-term maintenance, and answering each of the checklist questions, we have an opportunity to design credentials that are relevant and valuable. In the absence of doing that, we risk developing courses or credentials that fail to meet the actual needs of learners and employers. This can not only devalue existing certifications, it can ultimately undermining the credibility of the credentialing organization.

#Microcredentials #StrategicPlanning #LifelongLearning #HigherEd #ProfessionalDevelopment #Upskilling #LearningAndDevelopment #ContinuousImprovement #Credentialing #CredentialDesign

𝐂𝐞𝐥𝐞𝐛𝐫𝐚𝐭𝐢𝐧𝐠 𝟐𝟓 𝐘𝐞𝐚𝐫𝐬 𝐢𝐧 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐚𝐧𝐝 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭!

Photo by Taruna Goel

𝐂𝐞𝐥𝐞𝐛𝐫𝐚𝐭𝐢𝐧𝐠 𝟐𝟓 𝐘𝐞𝐚𝐫𝐬 𝐢𝐧 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐚𝐧𝐝 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭

This June, I reached a big milestone in my career journey - I completed 25 years in L&D!

From my beginnings at NIIT in New Delhi, India in 1999 to my current role at North Pacific in Vancouver, BC, Canada in 2024, it's been an incredible journey. How does one summarize over two decades of doing what they love? A short LinkedIn update can't do justice to the experiences and stories gathered over 25 years. My cup is overflowing with immense joy and happiness, continuous learning and growth, and impactful partnerships and collaborations.

If I had to identify one thing that has been central to my L&D career, I’d say it is the dual role of being both a strategist and a practitioner.

𝐀𝐬 𝐚 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐬𝐭: Envisioning the future is exciting! Staying ahead of industry trends & business needs, setting long-term goals, and creating pathways to achieve them - I enjoy this future-forward thinking. It involves foresight, analysis, planning, stakeholder engagement, and a deep understanding of industry nuances. This is where I get to uncover the big picture and indulge in innovative ideas & approaches, and visualize frameworks that support future growth and upskilling. My aim is clear: to have a direct and lasting positive influence on the industry.

𝐀𝐬 𝐚 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐏𝐫𝐚𝐜𝐭𝐢𝐭𝐢𝐨𝐧𝐞𝐫: I love bringing this vision to life. Nothing gives me more joy than seeing learning strategies & plans translated into learning experiences that impact real-life work and improve performance. Here, I bring my practical and pragmatic side to the forefront, being creative with tools and techniques, and engaging in the design and development of learning, competency development, and competency assessment programs that are relevant, accessible, and inclusive. I'm focused on the details and immersed in the grind: execution, collaboration, problem-solving, and translating the vision into valuable outcomes.

The ability to shift between high-level learning strategy and instructional design practice and the skills to navigate these dual roles have defined my career. Balancing the abstract with the concrete is perhaps my “secret sauce” that has contributed to the development of solutions across industries, occupations, diverse learner needs, & continents—solutions that I am proud of!

Looking ahead, I'm excited about the future of L&D and my own learning as we continue to innovate and adapt to challenges and opportunities.

Thank you to everyone who has been a part of my incredible journey—family, friends, colleagues, collaborators, mentors, clients, learners, students, and mentees. I am humbled and full of gratitude for the people, experiences, and achievements that have shaped my career.

Here’s to the next chapter of learning, possibilities, growth, and success!

hashtag#LearningAndDevelopment hashtag#25YearsInLnD hashtag#Celebration hashtag#ContinuousLearning hashtag#Leadership

Misaligned Intelligence - Human VS. AI

Image by Ermal Tahiri from Pixabay

I have been reflecting on the complexity of comparing AI learning with human learning and the changing notion of intelligence itself.

When we think of AI, we know it as a collection of data-driven algorithms that work by recognizing and optimizing patterns. Human intelligence integrates not only the cognitive dimension but also the social and emotional aspects, which perhaps add to the uniqueness of human intelligence. Yet, both AI and human are learning and AI is a better learner than we imagined. So, is there a potential to expand on the definition of intelligence and that of learning in the age of AI?

In his book, "Life 3.0: Being Human in the Age of Artificial Intelligence", Max Tegmark talks about these kinds of implications of AI on human intelligence.

I enjoyed how he prompts us to reconsider what aspects of intelligence are truly distinctive to humans and what can be replicated or surpassed by machines. Although the book was published in 2017 and much has happened since then, his ideas (sometimes bordering on fiction, some might say) and insights are worth a read.

In one of the chapters he talks about 'mythical' worries like AI will turn evil or AI will turn conscious. He says that the real concern is AI becoming competent with goals that are misaligned with us and in that sense, "misaligned intelligence" should be the 'most important conversation of our times'.

hashtag#AI hashtag#ArtificialIntelligence hashtag#MaxTegmark hashtag#HumanIntelligence hashtag#AILearing hashtag#HumanLearning hashtag#Books