Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 50 data provides some further evidence that sessions are engaging. Connected North Staff Connected North staff comments related to session quality highlighted the onboarding, practice sessions, and iterative feedback that Content Providers undergo to strengthen their pacing, clarity, and engagement strategies. These supports were viewed as doubly important, both because virtual environments can amplify challenges related to flow, timing, and student interaction, and because Content Providers bring varying levels of skill and experience with online pedagogy and with educational contexts more broadly. Finally, staff described high quality as closely tied to a supportive learning environment. They framed their role as curators and facilitators of positive learning experiences, ensuring that each session contributes to students' confidence and curiosity. This includes selecting presenters who can connect authentically with northern and Indigenous students, offering programming that resonates with local contexts, and, where possible, working to establish continuity over time to support relationship-building between Content Providers, teachers, schools, and students. Content Providers Interviews highlighted the substantial professional experience and pedagogical skill Content Providers bring to their work with Connected North, supporting the assumption of high-quality session delivery. Providers described backgrounds that include decades of Indigenous education practice, advanced academic training, extensive workshop facilitation, and international curriculum development. Content providers echoed staff comments on the rigour of the onboarding and session development process, describing practice runs, and structured feedback to help refine their delivery. One noted, "We did a mock session… and I got fantastic feedback that allowed me to tweak and readjust my course outline." Another highlighted the immediate debrief process after sessions, stating, "They always stick around after… debrief with us… talk about what went well and what to adjust." Several Content Providers also described using trauma- informed approaches to ensure emotional safety, emphasizing student autonomy: "If they don't want to participate, if they only want to watch, that's totally fine. Let's respect the autonomy of the child." Write-in responses to the Content Provider Survey included a modest number (100% positive) of comments related to session quality. Given the source question was about best practices in engaging students, responses unsurprisingly reflected this theme, pointing, for example, to how presenters had to maintain high energy levels, make presentations multifaceted and dynamic, and cultivate a supportive, respectful, empowering, and trusting learning environment. For example, one respondent to the Content Provider survey stated that "building rapport is the most important. Students have to trust you as a teacher and they gain this through our authenticity and direct engagement with them." "For our style of program delivery we focus on highly visual, quick changing media and props. We try not to be a talking head, but a story coming to life. Pictures, videos, fossils up close, questions, games, and movement breaks are continuously woven into the program to keep the students guessing as to what is coming next and hopefully keeps their attention and interest!" -Content Provider Survey Respondent