Running head: ePORTFOLIO PROPOSAL

ePortflio Proposal

University of British Columbia

MET 590

Tiffany Tseng

ePortflio Proposal
ePortfolio Proposal
The successful completion of an ePortfolio is an integral part of the Master of
Educational Technology program at UBC, as well as a requirement to meet the TQS category
upgrade for teachers. According to Lorenzo and Ittelson, an e-Portfolio is a digitized collection
of artifacts, including demonstrations, resources, and accomplishments that represent an
individual, group, community organization, or institution. This collection can be comprised of
text-based, graphic, or multimedia elements archived on a website or on other electronic media
such as a CD-ROM or DVD (2005, p. 3). As I am approaching the end of my Master of
Educational Technology program at UBC, I will use this ePortfolio to document my personal
artifacts, discuss my success and challenges. More importantly, this ePortfolio will provide a
deeper reflection of my own learning process since starting the program in 2013. This proposal
will outline the important aspects of my ePortfolio, answer a number of over-arching questions,
as well as provide an initial analysis of my work in the MET program.

1. Statement of Purpose
The purpose of the ePortfolio is to:

Document my growth as an education professional in the MET program

Provide evidence of integrating theory and practice

Satisfy the graduation requirement of the MET program and also meet the TQS
requirement to upgrade to category 6.

ePortflio Proposal
2. Questions related to the statement of purpose

What skills and insights have I gained in the MET program?

What changes have I undergone in the MET program?

What are some examples of integrating educational theories into my teaching

practice?

3. The format and design of the ePortfolio

The ePortflio will in the form of a website. This allows the ease of access from
anywhere, and allows me to add or modify anything in the future. The website format also
makes it easy for me to share it with my colleagues, and other educational professionals. I will
organize my ePortfolio according to the courses and the metaphor that Ive chosen. I plan to use
tabs or hyperlinks to link to the artifacts for each individual course.

4. Metaphor
I will use the metaphor of a delightful feast. I believe a good gastronomic experience
could be life-changing, and the MET program is very much like an unforgettable meal for me as
an education professional. I will organize my ePortfolio similar to a restaurant website, with
about us, chef, and customer reviews. The menu will consist of 9 different dishes, each
representing a MET course that I have taken. I enjoy good food, and I am making the ePortflio
experience even more personal by connecting my educational experience to my passion.

ePortflio Proposal
5. Audience
The audience includes Dr. Feng, the instructor for ETEC 590, as well as other faculty
members of the MET program at UBC, my colleagues at work, other teachers who are interested
in educational technology, and my own family and friends.

6. Key references to be used

Brandes, G. M., & Boskic, N. (2008). ePortfolios: From Description to Analysis.
International Review Of Research in Open and Distance Learning, 9(2), 1-17.
Cambridge, Barbara. Electronic Portfolios as Knowledge Builders. Electronic Portfolios:
Emerging Practices in Student, Faculty, and Institutional Learning. Ed. Barbara
Cambridge, Susan Kahn, Daniel Thompkins, and Kathleen Blake Yancey.
Washington, DC: American Association of Higher Education, 2001.1-11.
Ittelson, J., Lorenzo, G., & Oblinger, D. (2005) An Overview of E-Portfolios (pp. 1-27).
Educause Learning Initiative: advancing learning through IT innovation. Retrieved
May 30, 2016.
Moon, J. (2001) PDP working paper 4: reflection in higher education learning (online),
The Higher Education Academy. Available from:
http://www.cumbria.ac.uk/Public/ER/Documents/Admissions/InterviewDocs/Mo
on2001ReflectivePracticeInterview-1.pdf
Process for UBC-TQS Collaboration. (2004). Retrieved from:

ePortflio Proposal
https://connect.ubc.ca/bbcswebdav/pid-3442750-dt-content-rid16205343_1/courses/SIS.UBC.ETEC.590.66A.2016S12.65869/ETEC590/lessons/lesson01/docs/UBC_TQS.pdf

7. Procedures to be followed in achieving answering my questions and achieving my goals

When constructing this ePortfolio, I will first summarize all the theories and journal
articles that I find inspiring, and then connect the ideas to the artifacts that I provide. I will
examine the reflections that I have written throughout this program, and provide further analysis
of my success and challenges.

8. The expected outcomes of the project

I expect this ePortfolio be both a concluding project for my MET program, as well as a
place for me to continue my reflection as a teacher. As I continue my career, I plan to add to this
ePortfolio so that it can provide a holistic overview of my philosophy and my work as a teacher.
9. Time plan for completion an assessment rubric

Date

Task

June 5, 2016

Proposal for ePortfolio is due

June 12, 2016

Peer review of proposal and provide feedback

June 13 July 3, 2016

Analyze the peer review I received and work on my

ePortfolio

ePortflio Proposal
July 3, 2016

Indicate which 3 artifacts will be peer reviewed, and which

one of these three artifacts will be reviewed by the instructor.

July 10, 2016

Review 3 artifacts of the ePortfolio of another student

July 24, 2016

Peer review of ePortfolio

August 7, 2016

Submission of ePortfolio

10. What is the evidence to be included (artifacts)

January 2013 ETEC 500: Research Methodology in Education (Core)
Artifacts to be included:
1. Paper: Research Topic and Questions: Improving the Online Learning Environment to
Promote Student Success
Brief description: I explored about 4 possible areas for improvement to promote
student success in an online course.
2. Research Proposal: What Impact Does the Provision of Assigned due Dates and parentTeacher Contact Have on the Completion Rates and Times of Online math courses
Brief description: I provided literature review, and outlined a research method,
participants, instruments and materials, procedures, research design and analysis
May 2013 ETEC 512: Applications of Learning Theories to Instruction (Core)
Artifact to be included:
1. Lesson Plan Critique

ePortflio Proposal
Brief description: I found a lesson plan on quadratic functions, and critiqued it
using different learning theories. This critique is a good example of integrating
theory and practice.
September 2013 - ETEC 511: Foundations of Educational Technology (Core)
Artifact to be included:
1. Scholarly Essay: Online Education in B.C. high Schools: Current Issues and future
Hopes.
Brief description: I addressed the need for an accurate perception of online
learning, importance of academic integrity, as well as re-valuation of peer-to-peer
interactions in the online environment. I made references to various literatures on
online learning and made several suggestions to overcome these challenges.
January 2014 - ETEC 510: Design of Technology Supported Learning Environments
(Core)
Artifact to be included:
1. Course Shell: Digital Media Education Through High School a Rationale for
Blended Learning Approach:
(https://sites.google.com/site/etec510proposalblendedlearning/)
Brief description: As a group, we created a course shell for an Intro to Digital
Media Course for grades 8 -10. In the course shell, we provided a background
of supporting theories, as well as assessments and various resources
May 2014 - ETEC 522: Ventures in Learning Technology

ePortflio Proposal
Artifacts to be included:
1. Analyst report: https://sites.google.com/site/etec510proposalblendedlearning/
Brief description: I created an analyst report on the WIRIS plug-in for the Moodle
platform. In the analysis, I discussed about the market focus, type of offerings,
buyer, global target, market status, competition, and also a personal reflection.
This assignment allowed me to examine a technological tool from a broader
perspective and how it can be useful in my own teaching.

2. Tutorial on 3D printing (http://etec522-3dprinting.weebly.com/)

Brief description: I created a website on 3D Printing with my group members.
The website describes how 3D printing shapes education, and contains 3 activities
for our peers to learn about 3D printing and implementing it in their classroom.
3. Venture Pitch (http://etec522venturepitchassign.weebly.com/)
Brief description: I learned to think like a C.E.O., and considered the attributes
that I wanted my management team to have. I examined my new project from the
investors' perspective and realized how important it was for me to outline my
business plan clearly.
May 2015 - ETEC 565A: Special Course in Subject Matter Field: learning technologies,
design and application
Artifacts to be included:
1. Course ePortfolio (https://blogs.ubc.ca/tsengetec565a/flight-path/)

ePortflio Proposal
Brief description: This ePortfolio documented my reflections of the assignments
that I had completed for this course.
September 2015 ETEC 521: Indigeneity, Technology and Education
Artifact to be included:
1. Paper: Implementing Aboriginal Values in math and Science Education

January 2016 ETECC 533: Technology in the Mathematics and Science Classroom
Artifacts to be included:
1. Educational Technology Tutorial: Peer Instruction
http://peerinstructionfork-12.weebly.com/
2. Prezi Presentation Process of Learning Math & Science: Children to Adults
https://prezi.com/e81lmjlt4vco/process-of-learning-math-science-children-to-adults/

3. Reflection Paper on Presentations

May 2016: ETEC 590: Graduating Project
Currently in progress
11. How are the media / tools chosen used to effectively enhance the purpose?
I will include different media such as Youtube videos, a Prezi presentation, a digital story
created with GoAnimate. These media tools add a different dimension to the ePortfolio and
allows me to demonstrate my integration of theory and practice in the program. The ability to

ePortflio Proposal
use these tools also allows me to teach my own students how to use them to enhance their
learning, and thus has a practice application in my teaching practice.
12. What is the significance in constructing the ePortfolio?
The construction of the ePortfolio is significant in the following ways:
1. Provides evidence of my ability to integrate theory and practice.
2. Showcase the new concepts, technological tools, learning theories that Ive
learned in the MET program.
3. Allows me to critically reflect my learning process, and identify my own strengths
and weaknesses as a teacher.
4. Provides a starting point for further learning and engagements with the
educational community
13. What can you learn in this process?
I will learn more about myself as a teacher in this process. By reflecting on my own
growth, I will have a greater ownership to all the theories that Ive learned, and find new ways to
put these ideas into practice. Learning is a constantly evolving process. I will be able to look
back on where I started three years ago, and observe how I have changed over the course of the
program. By having a chance to re-examine the artifacts that I have created, I will be able to
learn more about my own interests and passions as an educator, as well as the areas that I can
improve on.
14. Assessment Rubric
Criteria

Meets Expectation

Does not meet expectations

ePortflio Proposal
Metaphor

There is a clear metaphor

used in the ePortfolio.
The choice of the metaphor
makes sense. It is clear
that the metaphor
represents the growth of
the graduate student in the
MET program.

Design

The coursework and

artifacts chosen reflects the
mearing of the metaphor
The design of the
ePortfolio is easy to
navigate.
Courses and artifacts are
organized and easily
accessed.

Reflection

The ePortfolio does not

have a metaphor, or it is
unclear how the metaphor
represents the learning
process of the graduate
student.

The design is either too

simple or complicated for
navigation.
Courses and artifacts are
not organized.

The colour, font, images

chosen are relevant and
enhance the appearance
and navigation.
Reflection integrates theory There is little or no
and personal practice and
reflection on the students
experiences.
work.
Reflection illustrates
students growth in the
program.
Student addresses both
successes and challenges in
the program and
professional practice.

Reflections do not contain

enough in-depth
discussions about the
integration of theory and
practice.

Theory

Student is familiar with

different learning theories,
is able to evaluate them
and apply them in various
contexts.

Student does not

demonstrate a familiarity
with learning theories, or
has not applied them
successfully in context

Research Findings

Able to either produce

Student is unable to either
actual research findings, or produce actual research
write a research proposal in finding, or create a

ePortflio Proposal
which theories and practice
are integrated
Artifacts

There is a variety of
artifacts chosen for the
ePortfolio.
Each artifact marks a
significant milestone in
students MET program.

Quality of work

Artifact integrates theory

and practice.
Minimal errors found in
students writing.
No syntax, formatting
errors in the ePortfolio.
All links are working in
electronic works.

research proposal in which

theories and practice are
integrated
The artifacts have no
variety.
The artifacts are not
significant in showcasing
the students achievements
or ability to overcome
challenges in the program.
Errors are found in
students writing, as well
as through the ePortfolio.
Some links or components
are not working in the
students ePortfolio.

References
Ittelson, J., Lorenzo, G., & Oblinger, D. (2005) An Overview of E-Portfolios (pp. 1-27).
Educause Learning Initiative: advancing learning through IT innovation. Retrieved May
30, 2016.