Kaur - D E-Portfolio Project Proposal

Running head: ETEC 590 PROJECT PROPOSAL
Portfolio Project Proposal
Deep Kaur
Masters in Education Technology Program
University of British Columbia
ETEC 590: Portfolio Project Proposal
Professors: Dr. Francis Fang
August 13, 2017

ETEC 590 PROJECT PROPOSAL 2
Table of Contents
1. Purpose _______________________________________________________ 3
2. Objective _____________________________________________________ 4
3. Audience ____________________________________________________ 4
4. Academic Framework and Overarching Metaphor ____________________ 4
5. Procedures ____________________________________________________ 9
5.1. Artifact Selection Process______________________________________ 9
5.2. Choice of Web platform and Technological Tools__________________ 11
5.3. Color palette for the E-Portfolio Website _________________________ 12
5.4. E-Portfolio Completion Plan __________________________________ 13
6. Assessment Rubric _____________________________________________ 14
7. References for E-Portfolio Reflections ______________________________ 16
8. References ____________________________________________________ 23
9. Appendix A: Mind Map to Plan e-portfolio __________________________ 24

Purpose
The primary goal of this e-Portfolio is to showcase cumulative learning and growth as a
teacher during Master of Educational Technology (MET) program (2013-2017) that I have
earned at The University of British Columbia (UBC) to satisfy BC Teacher Qualification
Services Category 6 requirements and MET standards. The secondary purpose is to record and
reflect upon each course and develop a holistic understanding thus far, which will be helpful in
applying this knowledge to the classroom. This portfolio will essentially demonstrate mastery in
the area of the pedagogy of technology in the classroom, connecting theory to practice, and how
people learn (brain-based learning). In future, this e-Portfolio will serve as a platform to
demonstrate continued professional growth that can be shared with colleagues and students.
This project communicates how global education community and other relevant
stakeholders agree on design based pedagogical practices to enhance technology-augmented
classrooms for diverse learners to be successful in 21st-century. In order to make informed
decisions, there is a need to have an educational degree in the field of educational technology.
MET artifacts and reflections will demonstrate personal growth and key competencies in the
field of effective use of educational technology to further excel in this field. In addition to
designing an effective learning environment, the final capstone research project for Category 6
of the BC Teacher Qualification Services (TQS) will provide an opportunity for managerial
positions to promote EdTech at an Institutional level to positively impact student lives.
Paradoxically, e-Learning has its limits. Getting information from web has become like
filling a glass of water to drink from a fire hydrant (Tahan, 2016). However, Journalist Carl
Honore, in his TED talk, says that it is time to slow down and use technology when necessary
and effective. Also, according to Dr. Matiul Alam, ETEC 511 instructor, cognitive overburden is
affecting the teaching and learning systems. There is a dire need to slow down and learn to
mitigate overload of information on the Internet. The art of handling information overload needs
proper mentorship and guidance. Thus, an organization of thought process and annotation under
the leadership of MET faculty is the heart of this culminating project to be a successful 21st-
century learner and educator (Tahan, 2016). In conclusion, this website is designed to keep track
of accumulative professional learning and become the spectator of personal growth. This
webpage will allow an educational experience, reflection, feedback and guidance in future.
Objective
The objective of this e-Portfolio is to demonstrate understanding of the role of technology in
education, connecting theory to practice comprehensively and cohesively to utilize this portfolio
as a guide for professional growth.
Audience
The primary audience is MET faculty: Dr. Franc Feng, Ph.D. and Dr. Alex F. de Cosson,
Ph.D., BC Teacher Qualification Services (TQS), as well as ETEC 590 2017 (summer) cohort.
With the help of profound feedback of MET community and personal ongoing reflections, this
portfolio has developed as an Open Educational Resource (OER) to inform myself, future MET
students, potential employers, and education technology enthusiasts.
Academic Framework and Metaphor
While linking my metaphor and MET learning, after thinking about many metaphors, I
realized that metaphors might not exactly match with my learning. For example, while teaching
Physics, we use simulations to teach abstract concepts, which are not exactly the same, but allow
the understanding process a little more accessible to the human brain. This seems true for the
metaphor selection, which is taking a manual car for the road trip. As everyone may understand
the experience of the road trip via common knowledge, my analogies may help the audience
understand my learning during MET program. However, as I believe, no metaphor can
absolutely match with my learning experience, I may have made a few compromises. Instead of
using only one idea, I divided the road trip experience into two parts. I used shifting to the high
gears for my 4mation academic framework and road trip preparation for the individual courses.
I chose 4MAT cycle to organize my learning during MET program as well as the main
pages of my site, that are- Why MET, What skills I acquired during MET, Application of key
competencies, and How I am implementing these skills in my classroom. The 4mat cycle picture
provided below is an interactive image. Users need to click on the image to access the thinglink
image. When you hover over the thinglink Image, you will see black circles. Each circle has the
name of a course, a brief introduction to the course, along with a read more button that will take
the reader to the particular page on my e-portfolio website.
They say, to put you in their shoes,
we need to unlace ours. Thus, educators
must first experience their teaching
frameworks before they can correctly
teach others. And that is precisely why I
used the 4mat cycle as my main
framework for my e-portfolio for
University of British Columbia (UBC)
degree, TQS, and my professional
practice. Moreover, after using this instructional cycle for many presentations and tutorials,
I believe that this framework helps me demonstrate my learning to the highest levels of
Bloom's taxonomy.
However, if 4mat cycle demonstrates my professional growth, my metaphor-driving a

manual car to the road trip, describes my psychological states during the program. A
comparison table followed by the detailed explanation is provided below to show the relationship
between the 4mation framework and my metaphor.
The connection between 4mation cycle, driving a manual car, and MET program
Driving a Manual Car 4mat cycle

First Gear Why MET
Second/third Gear What Skills I acquired during MET
Fourth Gear How did I apply my skills
Fifth Gear What If I implement these skills in my
classroom
The 4mation framework applies to four main menu tabs: Why MET, Major Skill-Set,
Application, and Celebration tab on my e-portfoilo website. The first quadrant of 4mation cycle
requires the learner to explain the connection between students life and the learning experience
along with motivation behind the learning experience. Thus, Why MET page describes why I
chose MET program for my professional growth and what I expected to learn from this program.
The feeling, when I was about to start MET program, was very similar to when one is very
excited about going on a road trip in one's dream car.
The second quadrant of 4mation cycle is the place where learners link their personal,
subjective experience with the objective, analytic world of the content at hand. The emphasized
goals in this quadrant are reflecting, seeing relationships, developing idea coherence,
conceptualizing, defining, patterning, classifying, comparing, contrasting, being objective,
discriminating, planning, constructing theoretical models, and acquiring knowledge. Major Skill-
Set tab targets the above goals. Six pages, in its drop down menu, contain information about the
key competencies or the primary skill set that I acquired during first six courses (ETEC 500,
ETEC 510, ETEC 512, ETEC 520, ETEC 565A, ETEC 565M) such as:
1. Conducting educational research
2. Understanding major learning theories
3. 4mation instructional design
4. Learning management systems
5. E-Learning policies, and
6. Knowledge about Current EdTech tools
During the above six courses, I felt like learning about how to shift to the second/third gear
without stalling successfully. Maintaining appropriate speed along with being safe on the road,
and enjoying the drive were very similar to finding out the best pace to maximize my learning
and still enjoy the experience. As we shift to the higher gears, it becomes easy to maintain
speed, but it's hard to accelerate. Therefore, the need to put a lot of effort to gain depth of
understanding for the previously learned skills during the next four courses was necessary (3rd
quadrant of the 4mat cycle).
In the third quadrant of the 4mation cycle, learners add something of themselves, mess
around, and make the material theirs. The success lies in the integration of the material and the
self, the personal synthesis, as well as in the opportunity for learners to approach the content in
their own most comfortable way. Application page of my portfolio lies in the third quadrant of
4mation cycle. Thus, after six MET courses, all the previous assignments and attempts to apply
all the skills acquired during the rest of the four courses were carefully reviewed (ETEC 511,
ETEC 530, ETEC 533), which personalized my learning so that I can use it for my students.
Critical Analysis of 21st Century Learning, Bring Your own Device tutorial, Grand Unified
Learning Theory, Teaching philosophy are some major artifacts that were created during my last
four courses.
The fourth quadrant is the last step of the 4MAT cycle. The learners share what they have
learned and set up with each other, and perhaps with the wider community as a whole. The
Fourth quadrant is also the place where students are asked to stand and speak in their voices as
they share in their own best way what it is they have learned from the cycle they experienced.
Quadrant Four emphasizes on creating, identifying constraints, revising, creating models, coming
to closure, editing, summarizing, verifying, synthesizing, representing, reflecting, re-focusing,
and evaluating. Thus MET portfolio (ETEC 590) lies in this quadrant as well. As this step of
4mation cycle is also about celebrating the learning, ah-ha moments page is the first page
under celebration tab, which comprises a few projects. The Theory to Practice page, under
celebrations tab, was created to share personal thoughts on how to share learning among
students. I last two pages, found under celebration tab, and was dedicated to my transformed
teaching philosophy and EdTech policy. If someone can relate to the dopamine rush that one gets
from winning a car race or enjoying a road trip with the family, one can understand how it feels
at the end of this program (fifth gear), which is a seemingly permanent happy state and fuelled to
deliver.
The joy of almost finished the course and to be have an opportunity to work on this
portfolio is very similar to coming back from the road trip and wanting to save the precious
memories in a journal or a scrapbook. The experience is stressful yet rewarding. It is a feeling of
accomplishment, lots of dopamine rush, and a pleased state of mind.
More detail about the connection between 4mat cycle, my metaphor, and a link between
each course of MET program is further elaborated in the following table.

MET Experience 4mat Cycle The Road trip

Deciding to join MET to Why MET (communicates my Making the decision to go on
First Gear
hone my skills in the field motivation behind starting a road trip.
of Education technology this program)
ETEC 500 Skill: Research skills Initial research for the journey
ETEC 510 Skill: Instructional design Setting the priorities
Second and third Gear
ETEC 512 Skill: Learning theories Thinking and planning the
Road Trip
ETEC 520 Skill: E-learning policy Five rules of the road trip
design and implementation snacks
ETEC 565A Skill: Selection of LMS Selection of the vehicle
ETEC 565M Skill: Mobile and open Researching about the new
education culture of the destination
place
ETEC 511 Skill Application: 21st Reading and analyzing the
Century and Analysis reviews
ETEC 530 Skill Application: GULT Finalizing the plan
Framework
ETEC 533 Skill Application: BYOD Final tweaks and additions
Fourth Gear
tutorial
ETEC 590 Skill Application: Road trip journal
Culminating e-portfolio
project
Celebration Ah-ha moments Sharing the journal with
family, friends, and/or on
Fifth gear
Theory to Practice social media
Teaching and EdTech

Philosophy
Procedures
Artifact Selection process
While analyzing the e-portfolios created by previous MET students, during the second
week of ETEC 590 course, the trend of selecting only two or three artifacts per course was
noticed. To find the rationale behind choosing a definite number and figure out why students
want to make a careful selection of the artifacts instead of just uploading all the artifacts for
documentation purposes, analysis of e-portfolios during the first two weeks of ETEC 590 course
was helpful. It was realized that the selection process must provide the evidence of linkage
across artifacts and courses. It was difficult to select a fixed number of artifacts for each course
for me as each course had different number of artifacts contributing to my holistic knowledge.
Thus, one to four artifacts per course were selected based on the quality or knowledge provided
by the artifacts. Here is a table containing a list of the artifacts for each course-
ETEC 500 ETEC 520

1. Journal Assignment individual 1. Analysis and Comparison of Rationales of
2. Research proposal: Effects of Anonymous K-12 E-learning in British Columbia vs.
e-Peer Feedback vs. Identifiable e-Peer Ontario
Feedback on students 2. British Columbia Institute of technology:
Analysis of Approaches to E-learning
3. British Columbia Institute of technology E-
Learning Readiness Audit
ETEC 510 ETEC 530
1. Project proposal and Project ESLEO 1. Two Meritorious posts on Gardners
Canadian History Simulation for Grade 10 multiple intelligences and situated learning.
students 2. Assignment: New Realities of Knowledge
Formation
3. Research Cafe: Blind men and an Elephant
4. Grand Unified Learning Theory (GULT)
project
ETEC 511 ETEC 533
1. Posts on SOUL, MOOCs, TPACK, Rise 1. Comparative analysis Paper (of class video
of cyborg culture tutorials)
2. DLG case study 2. Bring Your Own Device (BYOD) Project
4. Research paper: Does Mitra offer a form Proposal tutorial
of 21st-century learning 3. Course Reflection Paper
ETEC 512 ETEC 565A

1. Posts: Critique of behaviorism, teaching 1. Online deliver Platform Evaluation Rubric
for success-: how to get an ah-ha moment, (A Research based artifact)
research on Einsteins brain, Transactive 2. Physics 11 Moodle Course Design
memory form a neurological perspective, 3.ETEC 565A portfolio
neuroscience, neo-behaviorism, and radical 4. Digital Story
constructivism going hand in hand, lowering
the barrier, not the bar, and course reflection
2. Thought Paper 1: Good Kids Without
Goodies
3. Thought Paper 2: Separating Meat from

the Marketing
4. Thought Paper 3: Teacher as a Guide on
the Side
5. Lesson Plan Critique and revised lesson
plan: Weather and Clouds Grade 1-2
6. Cognitive Neuroscience Conference
ETEC 590 ETEC 565M
1. E-portfolio trends and critique 1. Posts on a Gamified classroom, video
2. Project proposal making, mobile collaboration, augmented
3. Assessment Rubric reality, DIY learning, and a link to ETEC
565M blog to explore more.
2. Why Virtual RealityA website
3. Digital Badges
Choice of Web platform and technological Tools
There were three possible options- Weebly, UBC Wordpress, and Wix, but Weebly was
selected in its technical efficiency. Each platform has its own advantages and disadvantages.
Weebly and Wix templates are visually more appealing as compared to UBC Wordpress. Wix
appears to be more popular because of its stunning themes, more flexibility in design e.g.
complete flexibility in drag and drop; however, once you choose a template, there is no return.
Thus, after considering various factors, Weebly was chosen for this e-portfolio website.
Following are a few apps that I am planning to use while creating my portfolio:
1. Camtasia: to record and edit my guided tour video
2. Snagit (optional): to create animated GIFs from recorded video or screen capture
3. Thinglink: to create interactive images
4. Audacity: to record and edit audios
5. Padlets: for informal interactions
6. Google Apps: Google drive and Google docs to link to various research papers, Google
Forms to get feedback

7. Giphy: To create animated GIFs from YouTube videos
8. Tiki-Toki: to create a timeline
9. Microsoft office: power point to create buttons for Major skill-set and application tabs in
the main menu, Microsoft Word to write papers.
10. Symballoo- to create sandboxes for Theory to Practice page.
11. Mindomo: mind mapping/brainstorm ideas for e-portfolio
12. 4mation software: to create a structure for e-portfolio.
Color palette for the e-portfolio website
I used nature inspired colour palette for my website. After selecting the colours, I checked for
luminosity and colour contrast using an analyzer to improve the readability of my website.
Following picture provides more information about my choices.

E-Portfolio Completion Plan
I followed Dr. Helen Bretts (2005, n.d.) materials posted on her website, Dr. Helen
Barrett's Electronic Portfolios while planning for this project proposal and e-portfolio website.
Here is the portfolio project completion plan:
Week 1: Analysis of TQS and UBC documents, which will be helpful while creating assessment
rubric, Analysis of 3 e-portfolios- analyze , critique, brainstorm, and synthesize essential
elements of a reflective portfolio (See appendix A to have a look at my mind map at week 1)
Week 2: Analysis of various assessment rubrics to find the essential elements for my own
assessment rubric
Week 3-4: Write a project proposal including assessment rubric
Week 5: Provide and Instructor/receive peer feedback on project proposal (PR0-practice peer
feedback)
Week 6-8: Create draft e-portfolio
Write down brief course and artifact reflections to see the cohesive picture
Create WebPages for course and artifacts
Copy and paste reflections and create links to the artifacts
Week 9: Provide and receive Instructor/peer feedback on draft e-portfolio reflections (PR1)
Week 10: Work on e-portfolio so that its ready for the guided tour video
Week 11: Provide and receive Instructor/peer feedback on rationale/framework (PR2)
Work on guided tour script and other essentials such as animated GIFs and pictures for draft
guided tour video.
Week 12: Create a guided tour video
Week 13: Provide and receive Instructor/peer feedback on guided tour video (PR3)
Week 14: Implement peer and instructor feedback and Showcase/submit e-Portfolio
Assessment Rubric
After analyzing various assessment rubrics, TQS and MET agreement, and my own expectations
from my portfolio, I have designed this assessment rubric to assess my e-portfolio website.
Purpose and Objectives

Clarity and meaningful insights in purpose and The overall purpose and objectives of the e-
objectives Portfolio are clearly described and is supported
throughout the eP.
The primary purpose and objective provide

meaningful insight as to the student's
educational philosophy and its consistency
with key values of the MET program.
MET and TQS requirements
Familiarity with and understanding of theory Student reflections identify and describe
and research (Math and Science) professional growth over time from
experiences both inside and outside of the
MET program and display significantly
changed perspectives about the understanding
of learning theories, current educational
research, and practical applications in Science
and Math classrooms.
Ability to critically evaluate and draw Student reflections include appreciation or
conclusions critique of own work. Critiques should offer
constructive and practical alternatives for
continued growth
Ability to generate research findings and/or Student provided the evidence of application of
explicitly link theory and research to practice learning during MET (technological
pedagogical content knowledge and current
research) in her teaching practice
Ability to drive and represent linkages and Student demonstrated a clear evidence of
applications theoretical understanding of a body of
knowledge related to all MET courses
and practical applications. A cohesive link to
integrate the learning from all courses was
established.
Artifacts
Selection All artifacts and work samples are clearly and
(Items/Artifacts can include papers (writing), directly related to the purpose of the e-
images, audio clips, videos, other documents, portfolio. A wide variety of artifacts (carefully
etc.) chosen based on a rationale) are included to
showcase the maximum growth.
Descriptive Text All artifacts have a brief explanation of the
Introduction and brief details of the artifact goal and learning material of the artifact.
User-friendliness and Aesthetics

Navigational video The video does an excellent job of explaining
what the website is about and how to navigate
to get the most out of it.
Navigation of the Website The navigation links are intuitive and just
(A perfect balance of linear and non linear flow enough. The various parts of the portfolio are
of information between web pages) labeled, clearly organized and allow the reader
to easily locate an artifact and move to related
pages or a different section. All pages connect
to the navigation menu, and all external links
connect to the appropriate website or file.
Usability and Accessibility 1. The e-portfolio is easy to read. Font
(Text Elements, Layout, and Colour) type/size/color is used appropriately for
headings, sub-headings, and text.
2. Use of headings, sub-headings, and
paragraphs promotes easy scanning.
3. Use of font styles (italic, bold, underline) is
consistent and improves readability.
4. Horizontal and vertical space alignment is
used appropriately to organize the content.
5. The colour of the background, fonts, and
links enhance the readability and aesthetic
quality are used consistently throughout the e-
portfolio.
Technical Literacy and Effective use of Educational Technology
Multimedia Elements All of the multimedia tools are integrated
(videos/audios/graphics/photographs seamlessly to demonstrate the understanding of
concepts, ideas and relationships effectively.
Multimedia tools also create interest and are
appropriate for the chosen purpose.
Technical Literacy Demonstrated effectiveness and expertise with
many educational technology tools
Writing Style and References
Writing/ Communication of Achieved Writing is clear, logical and cohesive. The
Integrated Outcomes portfolio is free of grammatical, spelling, and
(Vocabulary, sentence structure, organization, sentence structure mistakes.
correct grammar, etc.
Academic scholarship All images, media or text created by others are
cited (APA style)
accurately.
References for the e-Portfolio Reflections

These are the key references that will be used to support claims made in my artifact reflections.
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Appendix A
Here is a picture of my mind map that I developed during week 1 of ETEC 590 Course to plan
my e-portfolio effectively,

Kaur - D E-Portfolio Project Proposal

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Running head: ETEC 590 PROJECT PROPOSAL

Portfolio Project Proposal

Masters in Education Technology Program

University of British Columbia

ETEC 590: Portfolio Project Proposal

Professors: Dr. Francis Fang

August 13, 2017

4. Academic Framework and Overarching Metaphor ____________________ 4

5.1. Artifact Selection Process______________________________________ 9

5.2. Choice of Web platform and Technological Tools__________________ 11

5.3. Color palette for the E-Portfolio Website _________________________ 12

5.4. E-Portfolio Completion Plan __________________________________ 13

6. Assessment Rubric _____________________________________________ 14

7. References for E-Portfolio Reflections ______________________________ 16

9. Appendix A: Mind Map to Plan e-portfolio __________________________ 24

earned at The University of British Columbia (UBC) to satisfy BC Teacher Qualification

stakeholders agree on design based pedagogical practices to enhance technology-augmented

classrooms for diverse learners to be successful in 21st-century. In order to make informed

positions to promote EdTech at an Institutional level to positively impact student lives.

The objective of this e-Portfolio is to demonstrate understanding of the role of technology in

as a guide for professional growth.

students, potential employers, and education technology enthusiasts.

Academic Framework and Metaphor

understand my learning during MET program. However, as I believe, no metaphor can

the reader to the particular page on my e-portfolio website.

They say, to put you in their shoes,

we need to unlace ours. Thus, educators

must first experience their teaching

frameworks before they can correctly

teach others. And that is precisely why I

used the 4mat cycle as my main

framework for my e-portfolio for

University of British Columbia (UBC)

degree, TQS, and my professional

However, if 4mat cycle demonstrates my professional growth, my metaphor-driving a

between the 4mation framework and my metaphor.

Driving a Manual Car 4mat cycle

excited about going on a road trip in one's dream car.

conceptualizing, defining, patterning, classifying, comparing, contrasting, being objective,

1. Conducting educational research

2. Understanding major learning theories

3. 4mation instructional design

4. Learning management systems

5. E-Learning policies, and

6. Knowledge about Current EdTech tools

quadrant of the 4mat cycle).

to closure, editing, summarizing, verifying, synthesizing, representing, reflecting, re-focusing,

memories in a journal or a scrapbook. The experience is stressful yet rewarding. It is a feeling of

accomplishment, lots of dopamine rush, and a pleased state of mind.

each course of MET program is further elaborated in the following table.

MET Experience 4mat Cycle The Road trip

Theory to Practice social media

Teaching and EdTech

Artifact Selection process

ETEC 500 ETEC 520

ETEC 512 ETEC 565A

3. Thought Paper 2: Separating Meat from

Choice of Web platform and technological Tools

1. Camtasia: to record and edit my guided tour video

3. Thinglink: to create interactive images

4. Audacity: to record and edit audios

5. Padlets: for informal interactions

Forms to get feedback