ETEC 590 – ePortfolio Proposal

Stephanie Kwok
University of British Columbia

July 30, 2019

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 1. Purpose and Audience:
This ePortfolio is being created to fulfill the TQS requirements for a category 6 qualification. It will
also serve to summarize all that I’ve learned through the MET program; specifically, how
technology may add and detract from education, as well as what technologies are available and best
suited for teaching, learning, and assessment. It will be representative of my learning and reflection
process throughout this program. My intended audience will consist of TQS, my peers and
professors in the MET program, as well as potential future employers, as well as myself, for future
reference and reflection purposes.

Audience Purpose:

· TQS · To fulfill TQS requirements for a category

· MET Professors, and colleagues
· Potential future employers
· Myself for future reference and reflection
purposes
6 qualification
· To summarize what I’ve learned through
MET: specifically, how technology adds
and detracts from education, what
technologies are available and best suited
for teaching, learning, and assessment
· To document and highlight my
accomplishments and learning in MET
· To represent my learning and reflection
process throughout this program

2. MET Learning Goals:

Goal #1: To demonstrate my understanding of educational technology and its effect on digital
learning and culture.
● Q: What does research and theory say regarding the shift in digital learning and culture?

Goal #2: To develop my proficiency of technology integration, and to be more aware of

technological resources that may be available.
● Q: What is considered “successful technology integration” within the classroom? What are some examples of
technologies that enhance learning?

Goal #3: To help spread awareness about the importance of internet safety, privacy, and security.
● Q: What are the key issues and concerns within Education?

3. A statement explaining why these goals are important to you and your career.
These goals are important to me as a teacher because I want to be able to do my job more efficiently
with the technological tools I have available to me. In entering the MET program, I originally

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 wanted to learn more about the benefits and consequences to technology usage – both in and out of
the classroom, and to learn how digital culture has influenced education and vice versa. Even now,
as I near the end of my MET journey, I still have a strong interest in these topics and issues and
hope to continue to add to my ePortfolio as I develop my career.

4. Artifacts

Term MET Course Artifact Technological Learnin Stage in

g
Tools Metaphor
Goals

Jan ETEC 500 ● Final Research Proposal Paper on ‘The ● UBC Connect 1 Beginner
2018 Research Effects of Digital Text versus Printed ● Refworks
Methodologies in Text on Reading Comprehension for
Education Social Studies Research”
Dr. Janet
McCracken

May ETEC 540 ● Hypermedia & the Digital Footprint ● Wix 3 Beginner
2018 Text Technologies: [Website] ● iMovie
● Mattermost
The Changing ● Chinese Oracle Bones [Video] ● Pexels
Spaces of Reading
and Writing
Dr. Ernesto Peña

ETEC 532 ● Electronic Textiles in Education ● UBC Canvas 1, 2 Beginner

Technology in the (Collaborative Inquiry Project)
Arts and ● E-Textiles [Website]
Humanities
Classroom
Dr. Alex de Cosson
July EDUC 490V ● "The Space Between” - (360-degree ● Ricoh Theta 2 Novice
2018 Virtual Reality: video production) ● Google Poly
● Google Maps
Viewpoints on a (360-degree
New Medium photo
Phd. Candidate mapping)
Kyle Stooshnov ● Paper -
drawing app

3
Sept ETEC 511 ● Cyberbullying Scholarly Essay ● Pixabay 1, 3 Novice
2018 Foundations of ● History & Philosophy of Educational
Educational Technology [Website]
Technology
Dr. Franc Feng

ETEC 512 1 Novice

● Cognitivism [Website] ● Coggle
Applications of
● Learning Theories Concept Map
Learning Theories
to Instruction
Dr. Sunah Cho
Jan ETEC 510 ● ‘100 Mile Fire’ – PBL in the ● Camtasia 2 Intermediat
2019 Design and Environmental Sciences - Group ● Weebly e
Technology Design Project [Website] (An RPG
Supported Learning video game proposal that encourages
Environments learning about the Environmental
Dr. Diane Janes Sciences through Game-based learning.
Similar to the Fort McMoney game)
● Playing with Design [Video]

ETEC 523 ● ‘SubmitIt!’ Mobile App Design [Video] ● Padlet 2 Intermediat

Mobile and Open ● Video Primary [Website] ● Flipgrid e
Education
Dr. David Vogt
Jul ETEC 565S ● Video Game Design [Trailer & ● RPG Maker 1, 2 Expert
2019 Digital Games, Website] VX Ace
● Twine
Learning, & ● Course Concept Map ● Slack
Pedagogy
Dr. Jennifer Jenson
&
Dr. Suzanne de
Castell
May ETEC 590 ● E-Portfolio Proposal ● Piktochart 1, 2 Expert
2018
Graduating Project
Dr. Franc Feng

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5. Metaphor - RPG (Role-Playing Game) Video Game Metaphor:
1. Beginner
○ Player is introduced into the virtual game world. Through trial-and-error,
they begin exploring their surrounding environment, testing out in-game
mechanics, and trying to survive. Player chooses which class and or game
route they want to pursue. This will determine the different abilities the
player will be eligible to potentially gain and may result in unlocking specific
events.
○ Student gathers fundamental resources and knowledge from core courses to
learn, absorb, and use as tools to build upon for the future. They begin
selecting elective courses that are most interesting to them.
2. Novice
○ Player has developed a general understanding of game logic and gameplay.
They are gathering resources and levelling up through experience, measured
in the game via experience points.
○ Student starts becoming more familiar with navigation of MET courses and
begins diversifying their knowledge base and extending their learning in areas
of specific interest. Student starts gaining valuable experience and artifacts
that are representative of what they have learned in each class.
3. Intermediate
○ Player has accumulated adequate resources and game experience. They are
working towards the game’s end goal by accomplishing specific tasks, quests,
and trials.
○ Learner is able to take what he/she has learned from other courses and offer
others new perspectives, opinions, and discourse. Learner is on route to
fulfilling MET requirements for completion of program.
4. Expert
○ o Player is close to achieving the end goal of the game. They have met all
prerequisites for unlocking the final stages of the game. Player completes
game by using the culmination of expert-level gear (weapons, armour, items),
stats, and experience (personal knowledge gained whilst playing). After
completing the game, the player can utilize what they’ve learned (with a new,
broadened perspective of the game) to pursue other in-game goals of
personal interest. They may alternatively choose to move onto a new or
different game.
○ Student has developed a broadened perspective on educational technology
through the MET program and is able to utilize their new insights and
understandings within their work profession and daily lives. As lifelong
learners, they may choose to further pursue knowledge and experience
through professional development opportunities, classes, diplomas, or a
PhD.

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 6. Platform
I will likely build my ePortfolio on the website platform Weebly. Throughout my MET courses, I
have had the opportunity to try out and experiment with a variety of media platforms and feel as if
Weebly is the best vehicle for documenting my learning and showcasing my artifacts. The cons of
using Weebly may include it being a little basic and limited in options, but I think I will prefer using
it as I am most comfortable with it – I will be able to perfect my project rather than spending time
experimenting with something unfamiliar or new.

7. Timeline
Week 5 ● Peer review of proposal
June 3-9

Week 6 ● Begin ePortfolio: design basic layout, start adding artifacts

June 10-16 ● *Submit ePortfolio proposal - June 16th

Week 7 ● Refine website design and layout

June 17-23 ● Add reflections

Week 8 ● Add reflections

June 24-30

Week 9 ● ePortfolio Peer Reviews; make adjustments accordingly

July 1-7 ● Make adjustments on website based on feedback

Week 10 ● ePortfolio Peer Reviews; make adjustments accordingly

July 8-14 ● Continue to receive feedback and make adjustments accordingly

Week 11 ● ePortfolio Peer Reviews; make adjustments accordingly

July 15-21 ● Create ePortfolio introduction video

Week 12 ● ePortfolio Peer Reviews; make adjustments accordingly

July 22-28 ● Post ePortfolio introduction video
● Hyperlink pages/resources as needed

Week 13 ● Submit final ePortfolio and notes on use of feedback – Aug 4th
July 29- Aug 4

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 8. Significance of ePortfolio & Expected Outcome
Currently, in my own teaching practices, I have my students use the ePorfolio platform FreshGrade
to document their progress and evidence of learning. Students make reflective comments, providing
myself, the teacher, feedback and insight into their learning process and personal self-awareness.
With this MET ePortfolio, I similarly plan to use it to reflect upon my own teaching and learning
practices, and to document my cumulative experiences and achievements.

9. Assessment Rubric

Assessment Rubric

TQS Outcomes – Theoretical Frameworks Emerging Developing Proficient Extending

Meets the TQS requirements of an ePortfolio

demonstrating clear analysis and reflection of the
theoretical frameworks presented in the MET program

Metaphor Emerging Developing Proficient Extending

Metaphor is clearly identified and provides a unifying

theme throughout ePortfolio

Selection of Artifacts Emerging Developing Proficient Extending

A variety of artifacts are utilized, representing applicable

learning and growth throughout MET program

Metacognitive Reflections Emerging Developing Proficient Extending

Reflections are directly linked to artifacts and overall

metaphor of ePortfolio

Design & Layout Emerging Developing Proficient Extending

● Design: Well thought out and aesthetically pleasing

● Layout: Information is presented in an organized,
and easy to understand manner
● Navigation: Website is easy to navigate and
hyperlinks are useful and purposeful
● Content: Relevant, thoughtful, useful, and
interesting overall

Writing Emerging Developing Proficient Extending

Is clean and clear. Claims are supported by in-text APA

citations.

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10. Key References, Theories, and Resources:

Theories
Experiential Learning, Play-based learning, Problem-based learning, Constructionism,
TPACK, Gamification, Game-based learning (GBL)

Resources
Weebly, Camtasia, Google Forms, Canva, Pixabay, RPG Maker VX Ace (for video game
visuals)

References
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Bolter, Jay David. (2001). Writing space: Computers, hypertext, and the remediation of print. [2nd
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Brennan, K. & Resnick, M. 2013. Chapter 17: Imagining, Creating, Playing, Sharing, Reflecting: how
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de Castell, S. & Jenson, J. (2003). Serious Play. Journal of Curriculum Studies, 35, 6, 649-666.

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Figueroa-Flores, J. F. (2016). Gamification and Game-Based Learning: Two Strategies for

the 21st Century Learner.

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Heidegger, M. (1953/1977). The question concerning technology. In M. Heidegger, The

question concerning technology and other essays (trans. W. Lovitt) (pp. 3-35). New York: Harper &
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Lanier, J. (2017). Batch process, why I love VR & bug in the system. In dawn of the new
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