"The future of productivity will rely on an ability to transcend Canadian borders": COIL in the Metaverse
COIL (Collaborative Online International Learning) projects aren’t a field trip or a semester abroad. They represent global education for the now: accessible, scalable, and deeply human.
In SPARK 14, faculty and learners from 8 COIL projects share their experiences and show how COIL is one of the most quietly transformative forms of education at Humber Polytechnic.
Humber Polytechnic’s Virtual Production students and VIA University College’s Film and Transmedia students participated in a joint class in March 2025, as part of which they met in the Metaverse to learn about virtual production and about each other through interactive filming in a virtual film school.
Faculty lead Eva Ziemsen, PhD., Faculty of Media, Creative Arts & Design, shares how global collaborations are essential to the future of the industry.
What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
Eva Ziemsen: I was motivated to reconnect with our long-term international partner, VIA University College, in Denmark, as they are highly aligned with forward-thinking education in media. Our program, the Virtual Production Graduate Certificate, focuses on a cutting-edge area of media production, and we train the technical side of Virtual Production (VP). VIA is now running an international semester program in FilmAI, with a focus on human empowerment through artificial intelligence. I thought it would be excellent to bring these brilliant students, who are obviously at the forefront of the industry’s changes, together in the Metaverse! Specifically, a Metaverse created by The Metaverse Construction Company, which provides many different virtual learning spaces for film students. This concept of learning online, virtually and specifically uniting students in a practical environment where they can even work interactively and internationally, is very much aligned with Humber’s vision for “Reimagining Learning”.
In what ways did this experience help students develop future-ready skills for the workforce?
Eva: As technology becomes more powerful, expanding the scope of learning for students, which includes introducing them to equally advanced students from other parts of the world, is key to training students who will be ready for global business models, such as multi-time zone production pipelines, which is something I teach in my courses. While we often talk about ‘the Metaverse’, sometimes you cannot really fathom its power (and even some limitations) until you go there and experience it.
Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
Eva: One of the most memorable moments was when we spoke to an AI version of Stanley Kubrick. We asked him what he would have thought of the use of Virtual Production and GenAI if he were still alive—and he answered! His answer was very profound and in line with what Kubrick would likely say (albeit this version was possibly more verbose than the actual Stanley). Nonetheless, we were all standing there, in awe. This example of having programmed ‘AI agents’ that can provide ‘history’ in a contextualized manner is revolutionary. On that note, I want to thank Jon Gress, CEO of the Metaverse Construction company, who generously allowed us to visit this Metaverse, and he did such a fine job leading up to the session, onboarding, and even troubleshooting on the day of.
What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problem-solve to overcome them?
Eva: Every computer has different specs, and even my own setup didn’t work properly on the day; however, I was able to shift to using my phone. We prepared students with a comprehensive instruction document, instructing them to create avatars ahead of the session and ensure they have downloaded the ENGAGE XR platform ahead of time.
The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
Eva: The key to building deeper partnerships is to support autonomous relationship building, which is effectively introduced by way of international trips. Sometimes this may be a longer-term investment, since my trip to Denmark and VIA was around 10 years ago, but through ongoing visits, communications and partnership conversations around curriculum, we have developed trust, profound mutual respect and alignment. As the world changes, we are responding in relative similarity with a focus on future-focused skills.
Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
Eva: I was very much struck when my Humber students spoke so eloquently about what they are learning with the students at VIA. I have incredible respect for their talent and ability to communicate professionally, to speak about their highly technical learning. It was equally great to hear from the VIA students. Of course, I also laughed out loud as we were all essentially running around in this immersive environment, as there were sets that prompted us to ‘run’. Since this was a short experience, we didn’t have a chance to really ‘work’ on a longer project, but I definitely believe this is an option for the future.
If you had to make a case for why global collaborations should be a core part of higher education, what would it be?
Eva: I think global collaborations are essential, and they should always emerge organically from the subject domain. Future-focused media students will have different goals from business students. Therefore, it is imperative that faculty are those who drive these COILs, but they should be supported by the institution both financially and logistically. There is significant time that goes into careful and thoughtful planning and tying this to LOs [Learning Outcomes]. Sometimes, making a case for ‘big goals’ stems from supporting those who have the power to make change happen —faculty, technical support staff, and, in turn, students.
Looking ahead, how can international projects like this shape the future of interdisciplinary learning and global workforce development?
Eva: We have the ability to bring students together from different subject domains and expose them to similar, yet different perspectives. The future of productivity will rely on an ability to transcend Canadian borders and collaborate with international partners effectively. COILs are an ideal way to jumpstart this thinking and approach.
Student Perspectives
Om Barahate (Humber Polytechnic), Sumithra Srinivasan (Humber Polytechnic), and Katrine Høy (VIA University College) share how participating in the project added to their learning experience.
What was your biggest “aha!” moment during this COIL collaboration?
Sumithra Srinivasan: Being a part of this metaverse experience thrilled me because I’ve always loved playing virtual world platform games since I was a kid, which made me feel nostalgic. It was significantly more interesting and thrilling than regular online courses because it felt more interactive and enjoyable. I had the opportunity to examine a virtual LED wall up close, which was an intriguing experience, particularly considering that wires and safety measures usually prevent us from getting this close in the real world. It was an exciting experience for me to be able to have a closer look.
What was the highlight of the experience?
Om Barahate: The highlight of the session was our exploration of several metaverse experiences. We visited a virtual production studio complete with LED walls, cameras, lights, and sets, including motion capture trackers—it was incredibly immersive. We even got the chance to walk behind the LED wall panels, and the experience was mind-blowing! It felt no different from what you would encounter in a real-life studio setup. Next, we ventured into a Star Trek verse like a spaceship set, where we could “sit” and pretend to control the spaceship. It was interactive too! We could open or close the doors with the press of a button. Then, we entered another space—an enormous circular room—where we had the freedom to walk around in a circular space in Star Trek verse. The coolest part was that on the outer side of the volume, there were screens showing all the activities happening inside the circular space. It was like something out of a sci-fi movie! One of the most amazing experiences, though, was speaking with Stanley, an AI character. It was like talking to a real person! Stanley processes questions and responds with accuracy and thoughtful replies, almost as if he were alive. What was even more impressive is that Stanley not only spoke but also had physical actions like a human, adding an extra layer of realism. The future is here, and it’s interactive, immersive, and limitless.
What did you enjoy most about collaborating with Humber students?
Katrine Høy: I really enjoyed the opportunity to meet and interact with so many Canadian students in such a creative and immersive environment. It was fun, engaging, and gave me a real sense of international collaboration. I really enjoyed the opportunity to meet and interact with so many Canadian students in such a creative and immersive environment. It was fun, engaging, and gave me a real sense of international collaboration. One of the highlights of the session was stepping into the iconic rotating wheel from 2001: A Space Odyssey. Standing inside that space with other students made me feel like I was inside the film itself. It was a surreal experience, and I was glad to share it with other passionate film students.