“It’s important that everyone does the work and that they feel that their contributions matter,” says Robin Attas, EDIA Specialist, University of Manitoba (UM) Extended Education in a recent webinar, Changing behaviours, changing hearts and minds: Intentional EDIA strategies in turbulent times.

The decision to work towards change may be inspired by a reaction to a negative event, a desire to be proactive for the future, or the need to meet an external requirement like a new law, she says. The urgency of the situation might require prompt action, or it may take more time.

“There are complexities. We need to give space for people to decide for themselves, and to focus on solving problems together rather than prescribing solutions. Leaders need to manage expectations and have a lot of delicate conversations around how to make changes happen.”

And change does not happen overnight, she says. “It takes more than one training session, constant reminders, changing processes and practices, and ongoing education.” So, it is important to get started.

Invite people into the conversation, Attas says. “No one is a terrible person. Actions can be terrible. But people are human and we need to value that humanity.”

Changing action, changing beliefs and values

Like the webinar title says, there are two ways to approach EDIA. Changing behaviours is about action. The goal is to change the way people act with each other in specific situations. Changing hearts and minds is about beliefs and values. The goal is much bigger, to change how people think and feel about things.

“Both are really necessary,” says Attas.

Changing behaviours

For example, changing behaviours to improve accessibility might involve removing barriers, making accommodations and making proactive choices. For anti-racism, it might involve countering bias, educating others, and apologizing for hurts. For gender inclusivity, it might involve adapting an all-inclusive, gender neutral “they”, or embracing individual pronoun use.

Changing hearts and minds

“Changing heart and minds is about deeper change,” says Attas.

Changing hearts and minds involves determining what’s important and what matters, looking at values, beliefs and morals, culture change, strategic planning, mission-vision-value statements and sharing similar motivations due to reactive, proactive and external factors.

To improve accessibility, that might mean valuing and prioritizing accessibility. and addressing attitudinal barriers. For anti-racism, it requires understanding what systemic racism involves and more open discussions. For gender inclusivity, perhaps it is embracing the idea that using someone’s correct pronouns should not be a big deal, and that valuing and respecting others for who they are is important.

The course

UM Extended Education’s course, Understanding Equity, Diversity, Inclusion and Accessibility in Practice, includes both through a long-term educational experience. Attas developed the course with the team at Extended Education. It’s a great way for participants to start where they are, better understand, and prepare to contribute to an improved work environment.

“In the course, you learn from the material, the instructor, and each other. Learners will better understand core concepts and be better able to take action to remove barriers.”

“Education can be a pathway to common understandings,” says Attas. Lifelong learning in equity diversity, inclusion and accessibility should value prior knowledge and experience, provide learners with the time to integrate their learning, assume diversity and teach to everyone, provide open discussions that are safe and accountable to respect everyone, and be intentional to work towards your goal.

UM Extended Education’s Understanding Equity, Diversity, Inclusion and Accessibility in Practice 18-hour course is much deeper than a short workshop. It was designed to inform and inspire change and is recognized as professional development by several organizations.

Learn more about the course and register now

• Digital Collaboration: Cultivating communication and collaboration routines in flexible learning environments, including Indigenous perspectives. 

• Designing Flexible Learning Environment Courses: Applying the Universal Design for Learning (UDL) framework. 

• Adapting the OER Book “Pulling Together: A Guide for Teachers and Instructors” published by BCcampus. 

Note: For Topic 1 – Digital Collaboration, MB Hub has developed found a support document that incorporates Indigenous perspectives on digital communication and collaboration. 

MB Hub recognizes its ongoing and active role in decolonizing the post-secondary education system. We acknowledge that the resources we create or promote must include education for instructors on integrating Indigenous teaching methods and Indigenous Knowledges into flexible learning environments and classrooms, as part of our commitment to answering Call to Action 62 and supporting Reconciliation. 

Target Audience 

MB Hub’s primary audience includes instructors at partner institutions (colleges, polytechnics, and universities) who teach in flexible learning environments. This vibrant and adaptable group brings fresh perspectives due to the nature of flexible teaching roles. These instructors may: 

• Be subject matter experts looking to build strong teaching and pedagogical skills 

• Be experienced face-to-face instructors with limited digital or online pedagogy experience 

• Be flexible learning instructors aiming to refine their digital teaching skills 

Instructors are encouraged to complete the self-paced learning modules through their institutions’ Learning Management System (LMS) and explore learning resource packs (adapted OERs, toolkits, or similar) available on the MB Hub website and OpenED Manitoba. 

How to Apply 

If you’re interested in contributing to this initiative, apply now. 

Send your application to info@mbhub.ca and include the following items: 

1. Resume or Curriculum Vitae (CV) – PDF format preferred 

1. Cover Letter – Briefly describe which learning module or resource you would like to develop or adapt and explain your interest in the project 

1. Email Subject Line – Use: Call for Authors MBHUB052025 – [Your preferred First and Last Name] 

Reminder for Indigenous Applicants: Please self-declare in your cover letter, resume, or CV if you identify as Indigenous (First Nations, Métis, or Inuit). For Topic 3, preference will be given to Indigenous candidates. 

For full details, including compensation and project requirements, please visit our blog post: Call for Content Authors – Spring 2025 — Manitoba Flexible Learning Hub.