ETEC 590: ePortfolio Proposal

Mary Sikkes

University of British Columbia

ETEC 590 66A (Graduating Project)

Master of Educational Technology, University of British Columbia

Contact: [email protected]
Purpose:

The purpose of this ePortfolio is to demonstrate my personal reflection, development, and

growth throughout the UBC MET program through the showcasing of artifacts completed at
various stages of my MET journey, and reflections on theories and concepts learned. When I
began the MET program, my intention was to gain knowledge of the increasingly significant role
digital technology plays in classrooms and in the lives of students. As such, the purpose of my
ePortfolio will also be to address my personal growth in this area.

Objectives:

The ePortfolio will demonstrate how my personal learning experiences correspond to the jointly
established criteria as determined by the Faculty of Education at the University of British
Columbia (UBC) and the Teacher Qualification Service (TQS) through the Process for UBC-
TQS Collaboration (2004) agreement. According to this agreement, it is expected that I will be
able to:

Demonstrate my familiarity and understanding of theory/research in a field of study

Demonstrate my ability to critically evaluate and draw conclusions about the work
presented in relation to previous theory/research
Demonstrate my ability to generate research findings and/or explicitly link theory and
research to practice
Design a concrete product that demonstrates my ability to derive and represent linkages
and applications
Demonstrate my personal learning

Audience:

The target audience will be, first and foremost, the professors who will be critiquing my
ePortfolio and my peers through the UBC MET program. As outlined in the UBC-TQS
collaboration agreement (2004), ePortfolios will be evaluated by at least two qualified Faculty
of Education representatives. In addition to this, I would like my ePortfolio to be accessible for
my family, so that they have the opportunity to see what I have been working on for the past two
years. I would also aim to have the ePortfolio accessible for colleagues if they had an interest in
the MET program, or in any of the artifacts that have been completed through the program.

Evidence and Artifacts:

Course Artifact Presentation

ETEC 540 Printing Press PPT presentation converted to video; posted on
Documentary YouTube

Blog Kidblog

Final Project PowToon

ETEC 500 Journal Assignment Qualitative vs. Quantitative Word document

Research Proposal Word document

ETEC 532 Vignette #1 Word document

Creative Inquiry http://gamingandsocialsciences.weebly.com/

Project (CIP)
ETEC 511 Discourse http://educationpricetag.weebly.com/
Leadership Group
Case Study

Final Research Paper Word document

ETEC 512 Thought Papers #1, Word documents (3)
#2, and #3
https://prezi.com/kldavg7hq6l6/exploring-
Online Learning distributed-cognition-and-situated-
Conference artifact learning/?utm_campaign=share&utm_medium=copy
ETEC 521 Discussion response Word document
post (Week 11)

Final Paper Word document

ETEC 510 Design Project Word document
Proposal

Design Project http://codingintheclass.weebly.com/

Stop Motion Artifact https://www.youtube.com/watch?v=ZsXHhFRJ_rM

ETEC 533 Course Blog UBC Blogs

Framing Issues Word document

paper
ETEC 565A Introductory Word document
assignment: Flight
Path

Digital Story https://www.youtube.com/watch?v=bQla7gATm3Q

Video tutorial for https://www.youtube.com/watch?v=lcfZE9ivvwU

Course Content
Module (Moodle)
ETEC 590 ePortfolio Proposal Word document

Procedure:
The metaphor guiding my ePortfolio will connect the development and application of a new
exercise program to the MET program. When I began the MET program, I felt that I had
become stagnant in my old routine and was not advancing or making gains as I had in the
past; I had hit a plateau. As I assessed my old routine, I realized that it was missing key
aspects of progress that others around me were using (technology), but I had not yet successfully
implemented into my own program. Neither I nor my students were benefitting from the
repetitive routine that I had been using for the past few years. In order to address this and create
a new routine that was right for me, I needed to consult experts, and learn new theories and
concepts that I could apply to my own practice/routine. Along with this, came the opportunity to
work with peers which allowed for partner-work (workout partners) to help keep me motivated,
encouraged me to apply new theories and concepts as I revamped my routine, and to set new
personal goals. Ultimately, the MET program is part of a lifelong journey to physical and mental
success through changing routines to continually advance/make gains using current theories in
my practice, reflect on current progress and future goals, and adapt my current routine to
incorporate the new research and theory that I have acquired.

Media/Tools to effectively enhance the purpose:

I plan to create my ePortfolio using the online website builder, Weebly. I have used this
platform in past MET courses and am familiar and relatively comfortable with it. By using
Weebly, I will be able to include images, hyperlinks, videos, and downloadable papers/resources
that will be accessible for others through a variety of devices. Weebly allows for YouTube
videos to be embedded within the program, as well as for documents to be viewed within the
website (also embedded) or to be presented in a downloadable form if desired. I enjoy the linear
and sequential navigation offered by Weebly, which will help me create a website that will move
logically from one aspect to the next. Each page will represent a different piece of the overall
metaphor/theme for the ePortfolio, and will incorporate one or more courses (aside from the
homepage which will focus on introducing the audience to the overall metaphor, purpose, and
navigation [guided tour] of the website).

Significance in constructing the ePortfolio:

Constructing an ePortfolio will help me reflect on my MET experience as a whole, and perhaps
make new or deeper connections between theories and concepts learned throughout the various
courses within the program. This will in turn help me continue to link theories and concepts
learned into current and future practice, and continue to reflect on and develop what I have
learned even after I have completed the program. Finally, my ePortfolio will qualify as a
capstone experience as required by the UBC-TQS agreement (2004).

Rubric:

Aspect Not yet Within Meets Expectations Fully Meets

Expectations (Minimal Level) Expectations
Organization & -website jumps from -website is navigable, -website is easy to
Navigation one aspect to another, but links may not navigate
without a clear sense move audience
Design a concrete of purpose or fluency forward in a -navigation links are
product that for the audience linear/sequential clearly labelled and
demonstrates an -links do not connect fashion lead the audience
ability to derive and audience to content in -some hyperlinks; through the ePortfolio
represent linkages a linear/sequential one or two may be in a linear/sequential
and applications fashion broken or inactive fashion
-lacks hyperlinks or -three to four -all hyperlinks are
(UBC-TQS, 2004) hyperlinks are broken somewhat varied active and link
or inactive applications and/or audience to
-one to two unvaried linkages are used appropriate content
applications or throughout the -multiple and varied
linkages are used website to represent applications and
throughout the learning and linkages are used
website to represent development over the throughout the
learning and course of the program website to represent
development over the learning and
course of the program development over the
course of the program
Content/Purpose -target audience and -target audience -both target audience
purpose are unclear and/or purpose is and purpose are
Demonstrates a -content and purpose understood, but not clearly defined and
familiarity and do not demonstrate a clearly defined easily understood
understanding of familiarity or -content and purpose -content and purpose
theory/research in a understanding of demonstrate a demonstrate both a
field of study theory/research in the minimal level of strong familiarity and
field of study familiarity and/or understanding of
understanding of theory/research in the
theory/research in the field of study
field of study
Tools/Artifacts -artifacts do not relate -artifacts are -all artifacts clearly
or contribute to the generally related and relate and add
Demonstrate an purpose of the contribute to the to/support the
ability to generate ePortfolio purpose of the purpose of the
research findings -artifacts do not ePortfolio ePortfolio
and/or explicitly link establish a connection -connection between -artifacts demonstrate
theory and research between research research findings, a clear connection
to practice findings, theories, theories, and between research
and concepts learned concepts learned and findings, theories,
and students students personal and concepts learned
personal practice practice is vague or and application to
inconsistent at times students personal
practice
Reflection -learning of concepts -learning of concepts -learning of concepts
and theory are not and theory are and theory are clearly
connected to current somewhat, but not connected to current
practice practice and clearly
 Demonstrate personal -reflections do not clearly, connected to demonstrate personal
learning provide a connection current practice learning
between artifacts and -reflections provide a -reflections critically
Demonstrate an learning basic connection evaluate and clearly
ability to critically -reflections lack between artifacts and connect artifacts to
evaluate and draw evidence of deeper learning personal development
conclusions about the thinking or analysis; -reflections and learning
work presented in do not link artifacts todemonstrate some -reflections are
relation to previous current practice thought and analysis thoughtful and
theory/research -artifacts are not of learning and demonstrate deeper
linked to personal practice on a basic analysis of learning
(UBC-TQS, 2004) developed level and practice
-artifacts chosen are -artifacts chosen are
at times linked to linked to personal
personal development development
Design -colours or font -colour or font are -effective and
change from page to similar, but do differ consistent use of
page, detracting from at times, detracting colours and fonts
the overall design slightly from the -same font used
and/or often make the overall design and/or throughout creating a
ePortfolio difficult to may make some parts cohesive and linear
read of the ePortfolio design and
-images are unrelated difficult to read appearance
to content or -images are related to -images support and
metaphor of the the metaphor, add to the metaphor,
ePortfolio, or detract reflections, and reflections, and
from the design and artifacts presented, artifacts presented
appearance but do not add to -sound for all audio
-artifacts containing them and video links is
audio or video have -sound for most audio consistent and
inconsistent sound or and video links is coherent
sound does not work; coherent, but may
play inconsistently at
times
Conventions -repeated errors in -few errors in -correct grammar,
grammar, punctuation grammar, punctuation punctuation and
or spelling distract or spelling may spelling
audience and/or distract audience, but -editing and revisions
interfere with do not interfere with have been completed
meaning meaning
-significant editing -some editing and
and revisions are revisions are needed
needed

Time plan for completion:

June 12-18th (Week 5): Peer and instructor review of ePortfolio proposal; review feedback and
consider how to implement suggestions; create Weebly website to host ePortfolio; begin to plan
and create individual pages.

June 19 July 9th (Weeks 6-8): Development of ePortfolio. Continue to create pages on website;
connect artifacts to pages/aspects of metaphor; write initial reflections connecting learning,
artifacts, and metaphor. Find images to reflect metaphor as it is presented on each page.

July 10 16th (Week 9): Peer and instructor review of ePortfolio (#1); review feedback and
reflect on how to adapt ePortfolio to acknowledge feedback received; edit and revise ePortfolio.

July 17 23rd (Week 10): Work on development of ePortfolio

July 24 30th (Week 11): Peer and instructor review and feedback for ePortfolio (#2); review
feedback and reflect on how to incorporate suggestions made; edit and revise ePortfolio.

July 31 August 6th (Week 12): Work on overall presentation of ePortfolio; create guided tour

August 7-13th (Week 13): Final edits and revisions; finalize guided tour

References (that I currently plan to use I will continue to add to this list):

Bates, A.W. (2015). Chapter 8: Choosing and using media in education: the SECTIONS model.

Teaching in a Digital Age. Retrieved from

https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

Davidson Films, Inc. (uploaded 2010). Piagets developmental theory: an overview [online

video]. Retrieved from: https://m.youtube.com/watch?v=QX6JxLwMJeQ

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robinson, A.J. (2009). Confronting the

challenges of participatory culture: Media education for the 21st century. Cambridge, MA:

The MIT Press. Retrieved from

https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronti

ng_the_Challenges.pdf
Kalantzis, M. and Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E-

Learning and Digital Media, 7(3), 200-222.

Mangen, A. and Velay, J-L. (2010). Digitalizing literacy: Reflections on the haptics of writing.

Advances in Haptics, Mehrdad Hosseini Zaden (Ed.), Intech.

Mazur, E. (2012). Why you can pass tests and still fail in the real world [posted to YouTube by

Pearson Higher Education]. Retrieved from

https://www.youtube.com/watch?v=TyikmLxntrk

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework

for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.

Office of Graduate Programs and Research (OGPR). (2004). Process for UBC-TQS

Collaboration. Retrieved from

https://connect.ubc.ca/bbcswebdav/courses/SIS.UBC.ETEC.590.66A.2017S1-

2.85758/ETEC590/lessons/lesson01/docs/UBC_TQS.pdf

Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon,

9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-

%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prensky, M. (2001b). Digital natives, digital immigrants, part II: Do they really think

differently? On the Horizon, 9(6). Retrieved from http://britannia-

spb.ru/downloads/Prensky-Digital-Natives-Digital-Immigrants-Part2.pd

Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students.

Thousand Oaks, CA: Corwin.

References (specific to this ePortfolio Proposal):

EPortfolio (Digital Portfolio) Rubric. (n.d.). A+ Rubric; University of Wisconsin-Stout.

Retrieved from https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html

Office of Graduate Programs and Research (OGPR). (2004). Process for UBC-TQS

Collaboration. Retrieved from

https://connect.ubc.ca/bbcswebdav/courses/SIS.UBC.ETEC.590.66A.2017S1-

2.85758/ETEC590/lessons/lesson01/docs/UBC_TQS.pdf

Yancey, K. (n.d.). What makes a good web portfolio? Retrieved from

https://connect.ubc.ca/bbcswebdav/pid-4127227-dt-content-rid-

20926826_1/courses/SIS.UBC.ETEC.590.66A.2017S1-

2.85758/ETEC590/lessons/lesson03/docs/What_makes.pdf