Big Shiny Courses – LMS Transition as Opportunity to Uplift Digital Learning

Our university is in the midst of transitioning to a new Learning Management System. As part of the transition, all course sites need to be converted and ‘made new’ in the new system. To support this transition, our unit crafted a short micro-credential for faculty and staff that aimed to make the most of the transition and uplift digital learning at our institution. And we may have gone a little wild with it.
The Big Shiny Courses micro-credential aims to recreate the 90s spirit of MuchMusic’s annual Big Shiny Tunes albums, which collected the year’s biggest and shiniest popular music in Canada. These songs were energetic and catchy and they engaged listeners in a big way. We thought we could try to catch that vibe for our new course pages. And if we fell short, at the very least we showed that a little bit of fun and joy might just be possible in an LMS. The course learning goal was to help faculty create digital learning experiences that were smooth, appealing, and engaging.

This presentation will include a tour of the Big Shiny Courses micro-credential, a discussion as to how it fits into the broader professional learning landscape at our institution, an analysis of the feedback received, and future plans for improvements. A 10 minute Q & A at the end will give audience members the opportunity to share their thoughts.

Human by Design: Building Digital Learning That Works for Everyone

Digital transformation in education has rapidly expanded access to tools and platforms, yet many learning experiences remain unintentionally exclusionary or disengaging. This session aligns with the TESS conference theme by advancing a Human by Design & reframing digital innovation around learners needs, identities, and lived experiences rather than prioritizing technology-first solutions.

This session introduces an innovative framework that integrates human-centred design, accessibility, and inclusive pedagogy into digital learning environments. Rather than treating accessibility and equity as compliance requirements, participants will explore how designing for the margins improves experiences for all learners. The session highlights emerging practices, including learner co-design, ethical personalization, and emotionally engaging digital environments, offering fresh insights grounded in research and practice.

A key strength of this session is its explicit integration of Equity, Diversity, Decolonization, and Inclusion (EDDI) principles. The session emphasizes representation, culturally responsive design, and the recognition of diverse ways of knowing and learning. Participants will examine how digital systems can unintentionally privilege certain groups and explore strategies for designing more equitable, culturally inclusive experiences. This includes addressing the digital divide, supporting varied technological access, and embedding diverse perspectives in learning content and design.

AI-Based Virtual Standardized Patients to Support Undergraduate Communication Skills Development

Communication skill development, including agenda-setting, active listening, and empathy, is essential for preparing students to engage in patient-centred interactions across healthcare and human-centred fields. Undergraduate students at our university develop these skills through standardized patient (SP) interactions. Although these experiences are valuable, they are constrained by scheduling and resource demands, which can limit students’ access to repeated, independent practice opportunities beyond class time. Artificial intelligence-based virtual simulations offer a promising way to extend communication practice beyond classroom settings. However, existing AI-based simulations are often designed for clinical diagnosis training and target medical or nursing students, leaving a gap in accessible, communication-focused resources for undergraduates.

Our artificial intelligence-based virtual standardized patients (AI-vSPs) offer a novel approach for independent, low-stakes practice and feedback with a focus on undergraduate population. Our AI-vSP pilot project explores the use of an AI-based virtual standardized patient chatbot as a flexible, self-directed tool for undergraduate communication practice.

Walking in Their Shoes: Understanding Learners Across Cultures

As classrooms become increasingly diverse, understanding the learner experience is essential for creating inclusive and supportive educational environments. This workshop explores how cultural values, communication styles, expectations, and prior learning experiences shape student engagement and success. Through practical examples and reflection, participants will examine how intercultural communication can help educators reduce barriers, foster a sense of belonging, and better support learners from diverse backgrounds. The session highlights the important role educators play in creating meaningful learning experiences that promote both academic achievement and student well-being.