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Toronto

June 3-5 At Congress
George Brown College, St. James Campus, 200 King St E

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The image showcases George Brown College in Toronto, a modern architectural structure with a sleek, glass-paneled facade and metallic elements. The building reflects contemporary urban design, featuring large windows that illuminate the interior. In the foreground, a water feature with multiple fountains creates a dynamic visual, with the building’s reflection shimmering on the surface. Trees line the plaza, adding greenery to the setting, while people are visible near the entrance, contributing to the lively atmosphere. The sky in the background is a mix of warm and cool hues, suggesting early evening or dusk, enhancing the image’s dramatic and serene ambiance.
George Brown College, Toronto, ON

Overview

By bringing together nearly 7,000 scholars, apprentices, graduate students, policymakers, and community members from across Canada on George Brown College’s campuses, Congress 2025 will invite the research community to bridge the gap between colleges and universities, and promises to be a catalyst for transformative discourse and collaboration. This historic convergence will inspire attendees to explore new avenues of interdisciplinary learning, foster meaningful connections, and ignite dialogues that will shape the world of tomorrow.

Location

Toronto, Ontario, is Canada’s largest city and a global hub of culture, business, and academia. Known for its diverse communities, world-class dining, and vibrant arts scene, the city offers an enriching experience for visitors. Toronto’s extensive public transit system makes navigating its dynamic neighborhoods, waterfront, and renowned attractions—such as the CN Tower and Royal Ontario Museum—convenient.

George Brown College, located in downtown Toronto, is a leading institution in applied education, known for strong industry connections and modern learning facilities. Its waterfront campus offers stunning views of Lake Ontario and easy access to conference venues, research institutions, and cultural landmarks.

The image captures the iconic “TORONTO” sign at Nathan Phillips Square, a popular landmark in downtown Toronto. The scene is lively, with people interacting with the sign, taking photos, and enjoying the urban atmosphere. The reflecting pool in the foreground adds depth, mirroring the bold white letters. The surrounding modern high-rises contrast with the more traditional architecture in the background. The autumn foliage adds a warm touch, with vibrant red and orange trees. The lighting and high saturation give the image a dramatic, almost surreal quality, emphasizing the city’s dynamic and multicultural character.
Nathan Phillips Square, Toronto, ON

Chairs

University of Victoria

Michael Paskevicius

University of Victoria
Toronto Metropolitan University

Ann Ludbrook

Toronto Metropolitan University

Keynotes

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Jennifer Wemigwans, PhD

Jennifer Wemigwans (She/Her) is an Assistant Professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education. She teaches Indigenous Knowledge Education courses in the Adult Education & Community Development Program. Dr. Wemigwans is from Wikwemikong Unceded Territory on Manitoulin Island, Ontario. She is a new media producer, writer and scholar specializing in the convergence between education, Indigenous Knowledge and new media technologies. Her book, A Digital Bundle: Protecting and Promoting Indigenous Knowledge Online (2018) explores the prospects of Indigenous Knowledge education and digital projects in networked world.

Abstract
Toronto (at Congress)

Anatoliy Gruzd, PhD

Anatoliy Gruzd is Co-Director of the Social Media Lab and Professor of Information Technology Management at the Ted Rogers School of Management, Toronto Metropolitan University. He examines how social media and emerging digital technologies, such as Generative AI and decentralized networks, are transforming information sharing, communication, and public discourse. In recognition of his innovative work, he was named a Canada Research Chair (Tier 2) in 2015 and inducted into the Royal Society of Canada’s College of New Scholars, Artists and Scientists in 2017.

Abstract
Toronto (at Congress)

James Slotta, PhD

Jim Slotta (co- PI) is Professor and President’s Chair in Knowledge Technologies and Education at the Ontario Institute for Studies in Education, University of Toronto. Since 2005, Dr. Slotta has led a team of students, designers and developers to investigate new models of collaborative and collective inquiry. These studies have advanced a pedagogical model known as Knowledge Community and Inquiry (KCI), in which students and teachers collaborate as a learning community to engage in STEM inquiry projects. Slotta currently directs the ENCORE lab (http://encorelab.org) in which KCI curriculum and technology environments are developed and researched.  From 2006 – 2011, Slotta served as Canada Research Chair in Education and Technology, serving as PI or co-I on more than 30 funded projects and supervising 20 doctoral and post-doctoral researchers.  In 2019, Slotta launched the Critical Action Learning Exchange (CALE), where teachers develop, exchange and discuss competency-centered curriculum that empowers students as learners, providing meaning and purpose to their schooling experience and scaffolding their formation of learner and career identity.

Abstract

Invited Speakers

I’m a long-time learner in digital spaces, coming out of the shadows of my introversion to share in virtual communities. I teach at the Faculty of Education with Lakehead University in Ontario, Canada. I focus my teaching energies to digital and media literacies, critical digital pedagogy, digital storytelling, open educational practices, professional e-portfolios, learning design and infusing professional practice with effective technology use.

Helen DeWaard

I’m a long-time learner in digital spaces, coming out of the shadows of my introversion to share in virtual communities. I teach at the Faculty of Education with Lakehead University in Ontario, Canada. I focus my teaching energies to digital and media literacies, critical digital pedagogy, digital storytelling, open educational practices, professional e-portfolios, learning design and infusing professional practice with effective technology use.
Stephen Downes works with the Digital Technologies Research Centre at the National Research Council of Canada specializing in new instructional media and personal learning technology. His degrees are in Philosophy, specializing in epistemology, philosophy of mind, and philosophy of science. He has taught for the University of Alberta, Athabasca University, Grand Prairie Regional College and Assiniboine Community College. His background includes expertise in journalism and media, both as a prominent blogger and as founder of the Moncton Free Press online news cooperative. He is one of the originators of the first Massive Open Online Course, has published frequently about online and networked learning, has authored learning management and content syndication software, and is the author of the widely read e-learning newsletter OLDaily. Downes is a member of NRC's Research Ethics Board. He is a popular keynote speaker and has spoken at conferences around the world.

Stephen Downes

Stephen Downes works with the Digital Technologies Research Centre at the National Research Council of Canada specializing in new instructional media and personal learning technology. His degrees are in Philosophy, specializing in epistemology, philosophy of mind, and philosophy of science. He has taught for the University of Alberta, Athabasca University, Grand Prairie Regional College and Assiniboine Community College. His background includes expertise in journalism and media, both as a prominent blogger and as founder of the Moncton Free Press online news cooperative. He is one of the originators of the first Massive Open Online Course, has published frequently about online and networked learning, has authored learning management and content syndication software, and is the author of the widely read e-learning newsletter OLDaily. Downes is a member of NRC’s Research Ethics Board. He is a popular keynote speaker and has spoken at conferences around the world.
Robert Luke, PhD, is Chief Executive Officer of eCampusOntario, which provides leadership to Ontario’s Indigenous Institutes, universities and colleges promoting digital by design education, collaboration and innovation. eCampusOntario helps to inform and shape Ontario’s postsecondary education system in consultation with sector stakeholders.

Robert Luke

Robert Luke, PhD, is Chief Executive Officer of eCampusOntario, which provides leadership to Ontario’s Indigenous Institutes, universities and colleges promoting digital by design education, collaboration and innovation. eCampusOntario helps to inform and shape Ontario’s postsecondary education system in consultation with sector stakeholders.
Dr. Jess O’Reilly is a person of mixed European-Canadian and Algonquin Anishinaabe ancestry who is committed to centering Indigenous ways of knowing in education. She is a Professor and Program Coordinator at Cambrian College in Sudbury, Ontario, where she focuses on open education, Indigenous perspectives, and decolonizing post-secondary learning. As a recent graduate of Athabasca University’s Doctor of Education in Distance Education program, Jess’s dissertation research explored how college students in a Truth and Reconciliation course engaged with Open Educational Resource-Enabled Pedagogy (OER-EP) by creating renewable assignments. Grounded in Etuaptmumk (Two-Eyed Seeing), her study examined how learners made meaning through their work, considered their audience, and navigated ethical decisions around licensing and anonymity. Her findings contribute to ongoing conversations about open education, reconciliation, and student agency in learning.

Jessica O'Reily

Dr. Jess O’Reilly is a person of mixed European-Canadian and Algonquin Anishinaabe ancestry who is committed to centering Indigenous ways of knowing in education. She is a Professor and Program Coordinator at Cambrian College in Sudbury, Ontario, where she focuses on open education, Indigenous perspectives, and decolonizing post-secondary learning. As a recent graduate of Athabasca University’s Doctor of Education in Distance Education program, Jess’s dissertation research explored how college students in a Truth and Reconciliation course engaged with Open Educational Resource-Enabled Pedagogy (OER-EP) by creating renewable assignments. Grounded in Etuaptmumk (Two-Eyed Seeing), her study examined how learners made meaning through their work, considered their audience, and navigated ethical decisions around licensing and anonymity. Her findings contribute to ongoing conversations about open education, reconciliation, and student agency in learning.