Ali Abidi, Ph.D., Continuing Faculty

Faculty Member | Instructional Designer | Technology Training Consultant

Dr. Ali Abidi is an experienced educator, instructional designer, and technology training consultant with expertise in curriculum development, adult learning, authentic learner experiences, and growth driven program development and operations. Currently serving as a sessional instructor, Dr. Abidi delivers engaging, innovative courses to undergraduate students, emphasizing authentic learning, student engagement, and the application of course content in real-world contexts.

With a strong background in learning technologies and e-learning development, Dr. Abidi has created and facilitated a range of learning experiences across multiple modalities, including in-person, hybrid, and online formats. His experience in working with learning management systems (e.g., Canvas, D2L, Moodle) and e-learning authoring tools enables him to create dynamic, accessible instructional materials and training programs.

In addition to teaching, Dr. Abidi has worked on numerous SSHRC and Teaching and Learning funded projects, where he collaborated with multidisciplinary teams to design and implement effective educational conferences, workshops and interventions. 

Passionate about enhancing student learning and supporting professional development, Dr. Abidi brings a learner-centered approach to his work, ensuring that educational initiatives align with broader institutional goals and drive sustained success.

Research
  1. Enhancing authentic learner experiences 
  2. Authenticity in classroom and online assessments 
  3. Leveraging GenAI in instructional design
  4. Designing & implementing online tasks & assessment in digital media.
Publications

Conferences

  1.     Koh, K., Delanoy, N., Thomas, C., Bene, R., Hone, G., Chapman, O., Abidi, A., & Diaz-Caceres, Z. (2018). The role of authentic assessment tasks in problem-based learning. Paper presented at the University of Calgary Conference on Postsecondary Learning and Teaching, May 1-2, Calgary, AB: University of Calgary.
  • Koh, K., Chapman, O., Abidi, A., & Diaz-Caceres, Z. (2018). Problem-based learning, mathematical knowledge, assessment, and competencies. Paper presented at the University of Calgary Conference on Postsecondary Learning and Teaching, May 1-2, Calgary, AB: University of Calgary.
  • Abidi, A., Koh, K. & Chapman, O.  (2019). Designing A Professional Development Program in English Language Assessments. Paper presented at the University of Calgary Conference on Postsecondary Learning and Teaching, Calgary, AB: University of Calgary.    
  • Abidi, A., & Koh, K. (2019). Building Elementary Teachers’ Capacity in Language Authentic Assessment to Assess Academic Language proficiency in English Language Arts. Paper presented to the Canadian Society for Study of Education (CSSE) Conference, University of British Columbia, Vancouver, Canada. 

Seminars & Symposiums

  1. Abidi, A. (2009). Qualitative Research Methodology. Seminar presented at the School of Education, April 10, Lahore, Punjab, Beaconhouse National University.    
  • Abidi, A. (2012). Understanding Theoretical Perspectives on Curriculum Development. Seminar presented at the 1st TESOL Symposium, English Language Institute, May 27, Jeddah, Saudi Arabia, King Abdul Aziz University.    

Workshops 

  1. Abidi, A. (2013, March 25). Designing classroom teaching and assessment using online web tools.  Training workshop presented at the 2nd TESOL Symposium, English Language Institute, King Abdul Aziz University,Jeddah, Saudi Arabia. 
  • Abidi, A. (2007, March 16-25). English Language Pedagogy. Series of 6 training workshops presented to Primary, Middle and Secondary school teachers at Punjab Education Foundation, Lahore, Pakistan. 

Publications

  1. Sarhandi, P. S., Asghar, J., & Abidi, A. (2018). Interaction patterns in WhatsApp conversation in EFL classroom: pedagogical implications, Journal of Academic and Social Research, 1(1), 1-18.

2.  Asghar, J., Sulimani, A., Abidi, A., & Sarhandi, S. (2021). Frailty thy name is woman: gender perspectives in western and Pakistani literary texts. Academic Research International, 12(1), 105-119. 

  • Abidi, A. (2006, July 16). English language teaching in Pakistan: need to think outside the Box. The News International, p. 6. 
  • Abidi, N. A. S. (2002). Prevention is better than cure. (A. Abidi, Trans.). Manchester: Royal Print Ltd.
Teaching

My philosophy and approach of teaching is founded on what I treasured as a learner, and what made my favorite professors so effective as educators with the addition of a greater emphasis on leading by example. Inspired deeply by the famous words of a philosopher, “be the change that you want to see in the world’, I have found that this type of leadership replaces complaining about others with reflection on self; deters me from judging others with accommodating people and their beliefs; stirs me into taking action within the only thing in the world over which I have any control myself. 

In my role as an educator/ instructor, I hold the following core beliefs that drive my practice: (a) establishing a positive rapport with learners; (b) supporting and enhancing the design and development of high quality learning environment and experiences for learners, (c) caring about the learners as individuals, caring about the process of teaching/ learning, and caring about the quality and meaningfulness of content that are taught; (d) learning should be personally relevant and contextually significant, and (e) bringing change and inspiration through conversation and collaboration. 

As an educator, I strive to engage, challenge, and inspire growth in my students. 

Courses
  • Information & Communication Technology (ICT) 
  • Computer-Assisted Language Teaching (CALL)
  • Assessment for Adult Learners 
  • Assessment and Learning
  • Practicum/ Professional Practice 
  • Research Methodology
  • Syllabus Design
  • English Language Teaching Methodology
  • Research Writing
  • Academic English in Sciences & Humanities  
  • Curriculum & ICT integration in EFL classroom
  • English for Specific Purposes (ESP) 
  • English for Academic Purposes (EAP)
  • Advanced Professional Communication