A Conversation Between Rob McBride, Executive Director, and Paul Carter, Learning Technologist, Mentor, and e-Learning Developer
Avenue Teammate Spotlight: Paul Carter
In this Avenue Teammate Spotlight, we feature Paul Carter, a long-standing and highly valued member of the Avenue team based in British Columbia. Over the past 12 years, Paul has played a central role as a learning technologist, mentor, and e-learning developer. Known for his calm presence on live help and his deep commitment to supporting teachers and learners, Paul brings both technical expertise and a strong sense of purpose to his work.
In this conversation Paul reflects on his journey into online language learning, the evolution of his role, and his vision for the future of technology in settlement language training.
Generative AI was used to help organize and edit the original interview transcript. It helped break long answers into shorter sections, add clarifying questions, and improve readability, while keeping the interviewee’s words, meaning, and perspective intact.
Rob
Paul, can you describe your role on the Avenue project?
Paul
My role is actually a combination of several interconnected pieces, which is part of what makes it so rewarding.
First, I do a lot of development work. That includes creating online learning objects for students, as well as developing training materials for teachers. These resources are designed to make both teaching and learning more effective in an online environment.
Second, I mentor teachers. Because I’ve gone through the training myself and have helped develop it, I have a good sense of the challenges teachers face. I try to anticipate where they might struggle and support them proactively so they can have a smoother experience.
And then there’s live help. This is where everything comes together. Teachers reach out in real time with questions or challenges, and I’m able to help them troubleshoot and get back on track right away. There’s a real sense of satisfaction in resolving an issue quickly and seeing the relief it brings.
Ultimately, it’s all connected. Supporting teachers helps them support their learners, and that ripple effect is what makes the work meaningful.
First, I do a lot of development work. That includes creating online learning objects for students, as well as developing training materials for teachers. These resources are designed to make both teaching and learning more effective in an online environment.
Second, I mentor teachers. Because I’ve gone through the training myself and have helped develop it, I have a good sense of the challenges teachers face. I try to anticipate where they might struggle and support them proactively so they can have a smoother experience.
And then there’s live help. This is where everything comes together. Teachers reach out in real time with questions or challenges, and I’m able to help them troubleshoot and get back on track right away. There’s a real sense of satisfaction in resolving an issue quickly and seeing the relief it brings.
Ultimately, it’s all connected. Supporting teachers helps them support their learners, and that ripple effect is what makes the work meaningful.
Rob
You’re celebrating your 12th year with the project. How did you get started in this field?
Paul
It’s actually a fascinating journey for me. I started as an ELSA teacher in British Columbia, working at organizations like ISS of BC and MOSAIC.
At one point, we launched a pilot program exploring online learning using Moodle. I was fortunate to be selected for that project, and it really opened my eyes to what was possible.
During that time, I became aware of Jim Edgar’s work and the LearnIT2Teach initiative. I attended a session, met Jim and Kevin O’Brien, and was immediately inspired by what they were building.
From there, I dove into the training – Stage 1 through Stage 4 – and became deeply involved. Looking back, it feels like I joined at the very beginning, when everything was just starting to grow. Over the years, that small initiative has expanded into a national network supporting thousands of teachers.
I feel very lucky to have been part of that journey from early on.
At one point, we launched a pilot program exploring online learning using Moodle. I was fortunate to be selected for that project, and it really opened my eyes to what was possible.
During that time, I became aware of Jim Edgar’s work and the LearnIT2Teach initiative. I attended a session, met Jim and Kevin O’Brien, and was immediately inspired by what they were building.
From there, I dove into the training – Stage 1 through Stage 4 – and became deeply involved. Looking back, it feels like I joined at the very beginning, when everything was just starting to grow. Over the years, that small initiative has expanded into a national network supporting thousands of teachers.
I feel very lucky to have been part of that journey from early on.
Rob
What motivates you today? What keeps the work exciting?
Paul
The biggest thing is that the field is always changing. Technology keeps evolving, and there’s always something new to learn.
Even when I’m helping teachers on live help, I’m often learning alongside them. There have been times when I didn’t know the answer at the start of a call, but by the end, I had figured it out – and learned something new in the process.
That continuous learning is really motivating. There’s no ceiling. The tools will keep evolving, and we’ll keep adapting to support teachers and learners.
It keeps the work fresh and engaging.
Even when I’m helping teachers on live help, I’m often learning alongside them. There have been times when I didn’t know the answer at the start of a call, but by the end, I had figured it out – and learned something new in the process.
That continuous learning is really motivating. There’s no ceiling. The tools will keep evolving, and we’ll keep adapting to support teachers and learners.
It keeps the work fresh and engaging.
Rob
Looking back over the past year, what accomplishments are you most proud of?
Paul
There are a few things that stand out.
First, I developed several CanAvenue courses more or less independently, including Independent Language Learning and Canadian Music courses at different stages, as well as the Learner’s Corner. Those projects were a major milestone for me, and I’m really proud of them.
Second, I’ve been heavily involved in producing video content for the Avenue 4.5 upgrade. I’ve created over 60 instructional videos so far, and each one is quite detailed – screen recordings, annotations, audio, scripting. It’s a lot of work, but also very rewarding.
It’s meaningful to know that these videos will likely support teachers for years to come.
Third, live help continues to be a highlight. With recent changes and pressures in the system, many teachers are feeling stressed. Being able to step in, help solve a problem, and calm someone down – it can completely change their day. That’s something I really value.
First, I developed several CanAvenue courses more or less independently, including Independent Language Learning and Canadian Music courses at different stages, as well as the Learner’s Corner. Those projects were a major milestone for me, and I’m really proud of them.
Second, I’ve been heavily involved in producing video content for the Avenue 4.5 upgrade. I’ve created over 60 instructional videos so far, and each one is quite detailed – screen recordings, annotations, audio, scripting. It’s a lot of work, but also very rewarding.
It’s meaningful to know that these videos will likely support teachers for years to come.
Third, live help continues to be a highlight. With recent changes and pressures in the system, many teachers are feeling stressed. Being able to step in, help solve a problem, and calm someone down – it can completely change their day. That’s something I really value.
Rob
What is your vision for the role of technology in settlement language training?
Paul
I think technology plays a critical role – not just in language learning, but in preparing newcomers for life in Canada.
Digital skills are essential. When we combine language learning with digital literacy, we’re giving learners tools they need for everyday life.
My vision is about continuous improvement – embracing change, but doing so thoughtfully. There’s a lot of opportunity, and also some uncertainty, but overall I feel optimistic.
If we do this well, we can help ensure that learners aren’t left behind as the world continues to evolve.
Digital skills are essential. When we combine language learning with digital literacy, we’re giving learners tools they need for everyday life.
My vision is about continuous improvement – embracing change, but doing so thoughtfully. There’s a lot of opportunity, and also some uncertainty, but overall I feel optimistic.
If we do this well, we can help ensure that learners aren’t left behind as the world continues to evolve.
Rob
What are your thoughts on emerging technologies like AI?
Paul
AI is definitely something we need to pay attention to.
It’s an incredibly powerful tool, but it needs to be used carefully. We have to make sure that content is accurate and that we don’t lose the human element that’s so important in teaching and learning.
There are many promising applications – creating images, supporting content development – but we need to move forward cautiously and thoughtfully.
It’s about finding the right balance.
It’s an incredibly powerful tool, but it needs to be used carefully. We have to make sure that content is accurate and that we don’t lose the human element that’s so important in teaching and learning.
There are many promising applications – creating images, supporting content development – but we need to move forward cautiously and thoughtfully.
It’s about finding the right balance.
Rob
Can you share an inspiring story from your work with teachers?
Paul
One recent example stands out.
I worked with a teacher through all the training stages, and they produced excellent work throughout. In Stage 4, they created a set of learning resources that were not only high quality, but also highly practical.
A few weeks later, I learned that those resources had won an award and were going to be distributed more broadly across the region.
That’s exactly what we hope to see – teachers taking what they’ve learned, creating something meaningful, and then sharing it with others.
It creates a kind of multiplier effect, where the impact extends far beyond the original training.
I worked with a teacher through all the training stages, and they produced excellent work throughout. In Stage 4, they created a set of learning resources that were not only high quality, but also highly practical.
A few weeks later, I learned that those resources had won an award and were going to be distributed more broadly across the region.
That’s exactly what we hope to see – teachers taking what they’ve learned, creating something meaningful, and then sharing it with others.
It creates a kind of multiplier effect, where the impact extends far beyond the original training.
Rob
Any final thoughts?
Paul
I feel very lucky to be part of this organization.
At its core, the work we do is about helping people – supporting teachers, supporting learners, and contributing to successful settlement in Canada.
It’s meaningful work. It’s collaborative. And it’s something I’m proud to be part of.
At its core, the work we do is about helping people – supporting teachers, supporting learners, and contributing to successful settlement in Canada.
It’s meaningful work. It’s collaborative. And it’s something I’m proud to be part of.
Closing Reflection
Paul Carter’s reflections highlight not only his technical expertise, but also his deep commitment to supporting others. His work exemplifies the collaborative spirit and purpose-driven approach that define the Avenue project.
As Avenue continues to evolve, contributors like Paul play a key role in ensuring that both teachers and learners are supported in an increasingly digital world.
