Training the teachers of tomorrow requires evolving professional development opportunities within the landscape of technology tools in education. The Instructional Skills Workshop (ISW) is a peer-based workshop that emphasises learner-centred teaching based around Kolbs experiential learning cycle (Dawson et al, 2014), providing pedagogy combined with the unique opportunity for ISW participant to teach 3 lessons and receiving facilitated peer feedback (Day 2004). Since the development of the ISW in 1978 the workshop has adapted to substantial changes in teaching and learning. Following the Flexible Learning Initiative at University of British Columbia and similar initiatives at other universities, a working group of ISW facilitators has been incorporating flexible/blended learning into the ISW to respond to the evolving needs of faculty and graduate student professional development given an increasing emphasis on blended and online learning in their teaching and learning practice. In this session we will share successes, difficulties, and opportunities incorporating Flexible Learning into the ISW. We will explore a planning and design process that moved away from traditional instructional design models and instead emphasized collaboration, open practice and iterative approaches to planning out the course revisions (Allen 2012). Attendees at this session will participate and engage in flexible/blended modes of instruction, providing a metacognitive approach to discussing applications of flexible/blended learning within the ISW, an internationally recognized 24 hour peer based teacher training workshop. Attendees will create and develop resources for Professional Development of flexible/blended pedagogies. Attendees will have access to shared open resources to apply to their practice.
