Technology-Facilitated Sexualized Violence: An Introductory Course for B.C. Post-Secondary Institutions is ready to use at your institution by uploading it to either a learning management system (LMS) or a website. See Editing and Sharing the Course  for information on how to install it.

However, you also have the option to edit and adapt the course to suit the needs of your institution. Editing and Sharing the Course  also includes suggestions for adapting and customizing the course.

If you are adding new interactive elements, please review the Accessibility Considerations. If you’re including new graphics or images, ensure that they have alt-text available for anyone using a screen reader.

Once you have finished changing or adding course content, review the course objectives, reflection questions, and any quizzes or final assessments to ensure that all of the material works together. You may also need to adjust the time required to complete the course.

Introduction

Land acknowledgements are designed as a first step to reconciliation and an important way to begin the course so learners can think about next steps for reconciliation. If your institution has an approved territory acknowledgement, you are welcome to use it in the course.

The Land Acknowledgement section was slightly adapted from Jewell Gillies’ words in the Safer Campuses for Everyone training. It reiterates core concepts and invites learners to consider their relationship with Indigenous people and lands across B.C. The land acknowledgement is one step in introducing Indigenous ways of knowing and being, particularly in relation to sexualized violence.

Module 1: Technology-Facilitated Sexualized Violence – The Basics

In this module, students learn about definitions and specific behaviours associated with TFSV to ensure a baseline understanding of TFSV. It also goes on to explore and correct common myths about TFSV.

Your institution may use other definitions connected with sexualized violence, TFSV, and the behaviours that fall under its umbrella, and this module can be edited to include these definitions.

The definitions, behaviours, and myths associated with TFSV are evolving quickly, and the module will need to be updated regularly to remain relevant.

Module 2: Driving Forces Behind Technology-Facilitated Sexualized Violence

This module addresses intersectionality and rape culture. If your institution has existing ways of framing, understanding, or applying these topics, the module can be edited to align with them. The module can also be edited to include additional examples of how these concepts apply in a TFSV context.

As in Module 1, the concepts covered in Module 2 are evolving and shifting rapidly, especially in relation to technology, and the content may need to be updated over time.

Module 3: Responses to Technology-Facilitated Sexualized Violence

The resources provided in this module are not specific to an institution. There are links that help learners find resources at their post-secondary institution, but there are opportunities throughout to include institution-specific resources where they exist. We also encourage institutions to include support for those who perpetrate harm as well, if supports are available at the institution or in the community.

Limited information or research is available on being an active bystander in a TFSV context specifically. Module 3 can be edited to align with an institution’s understanding of or existing education on active bystander intervention.

Module 4: Technology-Facilitated Sexualized Violence Scenarios

The practice scenarios in this module, which were reviewed and shaped by many people, are intended to help learners consider and put into practice what they have learned. The six scenarios feature students from diverse backgrounds facing different experiences of TFSV.

The scenarios can be edited, new scenarios can be created to better suit the context of an institution, and images can be changed. Any of the questions in the scenarios can also be edited, replaced, or removed.

Note: If you are creating new scenarios, you may want to review a handout on this topic created for Power Dynamics and Boundaries: A Sexualized Violence Prevention Workshop for Graduate Students.

Resources

Additional resources (handouts or other documents) can be added to the list of resources provided in this module. If you remove any of the handouts, you will need to review the course carefully, since there are references to handouts throughout the modules.

Adding Quizzes or Final Assessments

The course does not include quizzes or a final assessment. If your institution would like learners to complete quizzes for the purpose of tracking progress or completion, these can be added and the settings in Articulate Rise can be adjusted to make them mandatory or not. As well, a final assessment for the course can be developed in Articulate Rise. See Editing the Course in Articulate Rise for information on how to add or change a quiz.

Changing Colours and Adding Logos

The colour palette used in the course can be changed to align more closely with an institution’s graphic style. See Edits to the Course in Articulate Rise for more detailed instructions. An institution’s logo or photos or images from the institution or the local community can also be added. All images will need to be openly licensed and contain alt-text descriptions.

Reusing Course Components

Under the Creative Commons Attribution 4.0 International Licence, institutions are free to use the course texts, images, videos, graphics, and handouts in other ways, including building a new course or adding this one into an existing course.