Wednesday, June 4
Times listed in this program are Pacific Daylight Time (Victoria, BC)
10:00 - 11:00 PDT | Keynote | Anatoliy Gruzd - From Prompt to Propaganda: How Generative AI Fuels Disinformation and Misinformation and What We Must Do
Session available online in Zoom & HHB 105.
Social platforms now algorithmically remix news, memes, and AI‑generated content, blurring the line between fact and fiction, and obscuring traditional credibility cues (e.g., source reputation, visual authenticity, consensus). According to a new report, The State of Generative AI Use in Canada 2025, from the Social Media Lab at Toronto Metropolitan University, 59 percent of Canadians distrust political news online because it may be fake or manipulated, with two-thirds fearing that generative AI could sway elections. Yet paradoxically, students and faculty are embracing these same generative AI tools for study and research support. This apparent disconnect between public concerns and uptake of these tools demands closer scrutiny. The keynote will examine the features that enable the rapid adoption of generative AI tools by the public on the one hand, and how those same features allow bad actors to create and disseminate dis‑ and misinformation at scale on the other. The talk will conclude with a call for actionable research and policy focused on strengthening “epistemic resilience” among students, researchers, and the broader public through critical digital literacy, robust verification practices, and institutional safeguards that ensure the safe and ethical use of generative AI.
11:00 - 11:15 | Break
12:15 - 12:45 | Break
12:45 - 1:45 | Concurrent Session 6
All sessions available online in Zoom & CLE B007/B017.
(60 mins)
Session 6.1a
12:45 - 1:05 | MicroDesign in Open/Higher Education
Practice
Hilary Schmidt & Stephen Doubt | Thompson Rivers University
Microlearning is an established technique for learning and development in many workplaces, with the recognition that busy professionals face constraints on their learning time. A microlearning approach is both convenient and effective; it can enhance learning outcomes, improve retention of information and skills, and reduce cognitive load by delivering information in digestible, focused segments (Taylor & Hung, 2022). However, the adoption of microlearning in academic contexts, for both faculty and students, has been limited (Corbeil & Corbeil, 2023; Lockley, 2024).
Recognizing the benefits of a microlearning approach, we created a suite of asynchronous online microlearning lessons (MicroDesign), enabling busy faculty members to grasp fundamentals of open/online course development in interactive, asynchronous online lessons of 5 minutes or less. In the session, we will share an example: a high quality, interactive microlearning lesson that explores copyright compliance (a critical responsibility for course developers, particularly in an open learning context).
We will discuss the technology used to build and host the microlearning, provide other examples of microlearning designed for a postsecondary audience, and share a template to guide participants’ planning of their own microlearning possibilities (either as standalone lessons or embedded within larger courses).
Session 6.1b
1:05 - 1:25 | Virtual Reality Museums: Redefining Engagement and Understanding in Cultural Heritage
Practice
Yuning Gao | New York University
This session explores the development of a Virtual Reality (VR) museum dedicated to the banjo, tracing its cultural and historical significance. Designed as part of a graduate research project, this immersive learning environment aims to enhance accessibility, engagement, and storytelling within digital museum experiences. By leveraging design thinking principles, 3D modeling, and interactive elements, the VR museum bridges gaps in traditional curation, offering visitors an enriched, self-guided exploration of the instrument’s evolution and social impact. The presentation will outline key phases of the project—from initial research and prototyping to user testing and iteration—highlighting both challenges and unexpected insights. Rooted in a commitment to inclusivity and experiential learning, this work aligns with the conference theme, Reframing Togetherness, by fostering new ways of connecting with history, technology, and diverse audiences. Attendees will gain practical takeaways for integrating VR into educational and cultural spaces, as well as insights into designing immersive experiences that prioritize accessibility and engagement.
Session 6.1c
1:25 - 1:45 | Exploring Students’ Perceptions, Practices, and Training Needs Regarding Generative AI
Research
Marta Samokishyn & Victoria Tsonos | Saint Paul University
The rapid popularity and adoption of generative AI tools are transforming how students learn, research, and create. Generative AI tools, such as ChatGPT, Copilot, and Gemini, are becoming ubiquitous in educational environments, yet little is known about how university students use them. This study investigates students’ use, attitudes, and beliefs surrounding these powerful technologies, aiming to identify critical gaps in understanding, perceived challenges, and necessary training interventions. Our research addresses several key questions: (1) How are students currently utilizing generative AI in their academic work? (2) What are their perceptions of the benefits and risks associated with these tools? (3) What misconceptions or knowledge gaps exist regarding the functionality, limitations, and ethical implications of generative AI? (4) What challenges do students face in effectively and ethically integrating these tools into their learning processes? Finally, (5) what targeted training and support structures are needed to empower students to leverage the potential of generative AI responsibly and effectively? This presentation will provide actionable insights for educators, librarians, and administrators seeking to address students’ use of AI in educational environments and explore what training opportunities would benefit students at this time.
1:45 - 2:00 | Break
2:00 - 3:00 | Concurrent Session 7
All sessions available online in Zoom & CLE B007/B017.
Session 7.1
2:00 - 2:50 | Exploring the Intersection of Agriculture, Technology, and Game-Based Learning
Workshop
Patricia Dennis | Independent
This conference session, “Exploring the Intersection of Agriculture, Technology, and Game-Based Learning: Empowering Students to Investigate Beneficial Pollinator Bugs with Minecraft Education,” will delve into the innovative integration of agriculture and technology through game-based learning (GBL). Recognizing the critical role of pollinator bugs in agriculture, this session will demonstrate how Minecraft Education can be leveraged as a powerful tool to engage students in understanding and preserving these essential species. Participants will experience a live demo play of the designated Minecraft Education adventure, showcasing how interactive gameplay can simulate real-world agricultural environments. This immersive experience will allow students to investigate the life cycles, habitats, and contributions of pollinator bugs to ecosystems and food production. The session will also cover strategic and beneficial note-taking methods to enhance learning outcomes. Attendees will explore practical strategies for educators to incorporate technology and GBL into their curricula, fostering student engagement and enhancing STEM education. By blending these elements, educators can inspire students to develop a deeper appreciation for environmental sustainability and agricultural science, equipping them with the knowledge and skills needed to address future challenges in food security and biodiversity conservation. Attendees will leave with actionable insights and resources to implement this innovative approach in their own educational settings.
Session 7.2
2:00 - 2:50 | Educational Pathways to Access, Support, Hope, Transformation, and Opportunities
Practice
Hafizullah Abram, Paula MacDowell & Marguerite Koole | University of Saskatchewan
In August 2021, the Taliban returned to power in Afghanistan. Their policies resulted in 1.4 million girls losing access to education (Pan, 2023) with both secondary and tertiary education forbidden. While access to primary education is permitted, 30% of young girls never attend for sociocultural, economic, and safety reasons. Female teachers and professors are no longer permitted to work. The humanitarian costs of barring women and girls from basic education is significant on personal, social, and economic levels. Distance education and generative artificial intelligence (GenAI) could offer some pragmatic solutions. “Artificial intelligence refers to the ability of computer systems to mimic human intelligence” (Bowen and Watson, 2024, p. 16). Generative means that “they can produce novel outputs of the same general kind as their [large language model] training data” (Vallor, 2024, p. 19). GenAI could provide a way to interact and practice language skills, receive personalized feedback, and access educational content tailored to individual needs. Any solutions to the problem of access to education must address the current socio-cultural, political, economic, geographic, and infrastructural conditions of Afghanistan. With this in mind, we will not only explore GenAI opportunities but also the risks for Afghan women and girls—including the risk of doing nothing (Abram, 2025).