ETEC 590
Graduating Project
Final Grade: P
Class Average: P
Extemporaneous Comments
Although most of the discussion forums in the MET courses were text-based, many of my contributions were made in video or audio format, as presented below in the audio player. Please note that these comments are mainly unscripted because they are intended only to reflect on memorable aspects of the courses that had the longest lasting impact and influence on my educational philosophy and professional development.
ETEC 590 is an elective in the MET program, designed for students who wish to meet the requirements of the Teacher Qualification Services in the Province of British Columbia for a “capstone research experience” in their program. This is a requirement for BC teachers who wish to qualify for salary category six.
While this course is required for BC K-12 teachers seeking to meet TQS requirements, ETEC 590 is open to any student in the MET program.
Students do not register for ETEC590 in the same manner as other ETEC courses. Instead, please send an email to David Royrequesting registration in this course. He will register you in it as soon as he has determined that you are eligible for it. More information will be posted about this course as it becomes available.
Since this is intended to be a culminating project or experience in the MET Program, it should be completed toward the end of the program after you have completed 8 courses, including the 4 core courses. ETEC 500 must be completed before enrolling in ETEC 590.
The Graduating Project should take the form of an e-portfolio. It should synthesize and apply knowledge and theories gained from courses taken in the MET program. It should meet the following criteria:
- Be integrative, through requiring generation/application of ideas across courses.
- Generate research findings and/or link theory/research to practice.
- Demonstrate an individual’s learning.
- Result in a concrete product that demonstrates linkages and applications.
- Be of personal use to the student and considered educationally valuable by an audience of professional peers.
1. The student in consultation with the ETEC 590 instructor will decide on an appropriate project. While taking the form of an e-portfolio, the project may be:
- A program portfolio that synthesizes what has been learned in the MET program and demonstrates the way learnings have informed practice. It should consist of approximately 5 folders/categories, for example, philosophy about technology in your practice, strategies for using technology in your practice, examples of technology projects and creations, etc.
- A synthesis and critical analysis of literature and technology resources relevant to an issue or problem of practice in educational technology.
- The reporting on a small research project in educational technology.
- The production of multi-media materials to be used in an educational context.
2. Prepare a proposal not exceeding 1000 words and include: a statement of purpose or problem and why it is important, objectives or questions, key references or resources to be used, the procedure to be followed in achieving objectives or exploring questions, expected outcomes of project, time plan for completion, description of form in which project will be presented for assessment. The proposal will be read and approved by two faculty members who will also read and/or review and grade the final submission or product in the course.
3. Once the proposal is approved, proceed to carry out the plan. The project is assessed using criteria that are typical in university graduate programs: e.g., how well the stated purpose is achieved, clarity and organization, depth and quality of analysis, use of appropriate source materials, creativity and original contribution. Grading is pass/fail.
Francis Feng, Ph.D.
Franc Feng, Ph.D. (University of British Columbia) is a course author and instructor for ETEC 531 Curriculum Issues in Cultural and Media Studies. With a background in electronic engineering and computing studies, Franc has expertise in programming, computer hardware design, microprocessor design, web-design, workplace training, business systems, consulting, multimedia, product evaluation, systems support, and digital curating. Current research interests include science-technology-studies, meta-cognition, e-portfolios, assessment, chaos/complexity/systems theory, cultural studies, environmental ethics, globalization, philosophy, hermeneutics, phenomenology, and the sociology of knowledge. He has recently authored chapters in (Post) modern science (education): propositions and alternative paths (Peter Lang, 2001) and Unfolding bodymind: exploring possibility through education (Foundation for Educational Renewal, 2001), and published in Educational Insights.
Rationale for the Competency Based ePortfolio
ETEC590 - Graduating Project
Introduction
The following set of tabs come from the “Key Competency” overview page and they provide information about the rationale for choosing this kind of approach for the ePortfolio instead of either a strict chronological or a simple core/elective structure.
Audio Reflection on the Development of this ePortfolio
The following audio reflection is about 3 minutes long. It explains how I’ve been slowly developing this ePortfolio (and the key competencies) for more than 15 years. It also expresses thoughts on participating in the ETEC590 and MET Community. 🙂
I chose to not use a linear approach where one simply presents the completed courses in chronological order–the same order in which they were taken. One reason for this is because much of my best and most aesthetically appealing work was achieved in the more recent courses. Although it is important to show how one’s knowledge has been developed and shaped over time, I think it is also important to create a positive and appealing first impression by highlighting content that is most relevant to the main purpose and audience of this ePortfolio. Since that purpose is more about demonstrating six key competencies – and the audience may include potential employers in both the academic and private sectors – I correlated examples of my work (artifacts and reflections) with competencies that could be applied in any professional practice. The use of a theme or metaphor was a UBC MET Program requirement that I thought could best be met by focusing on my passions for lifelong learning and fitness training.
For anyone browsing this site, the main advantage is that you are free to check out whatever areas (competencies) that interest you and the best way to do that is by using the “KEY COMPETENCIES” mega menu that is located just above this page, scanning the thumbnails and descriptions, then clicking/tapping on whatever thumbnails/artifacts are of greatest interest to you. Feel free to skip around randomly or just follow the order given in the mega menu–it is completely your choice!
Helen Barrett PhD., also known as the grandmother of ePortfolios, is my main inspiration for organizing this site according to key competencies. In one of her many online documents , she demonstrates the process of compiling a list of her artifacts, reflecting on their significance in relation to key competencies, and forming appropriate groups for those competencies.
Of course, ETEC590 provided a number of other excellent literatures from other researchers and they, too, had major influence on how this ePortfolio is designed.
Below is a short playlist of YouTube videos ; ; that were also influential in this site’s design:
[srizonytalbum id=10]
References
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Alderton, E., Brunsell, E., & Bariexca, D. (2011). The end of isolation. The Journal of Online Learning and Teaching, 7(3), 1–16. http://jolt.merlot.org/vol7no3/alderton_0911.htm
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32. http://www.educause.edu/ero/article/web-20-new-wave-innovation-teaching-and-learning
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The Proposal
ETEC590 - Graduating Project
Reflection
As explained in the above section, Dr. Helen Barrett’s Portfolio at a Glance was a major influence in the planning of this ePortfolio. (Tap or click on the image on the left to get a closer look.)
This approach made the most sense for me because, in addition to sharing the latest pedagogical approaches in e-learning, another key long term objective for this ePortfolio is to provide potential collaboration partners with as complete a picture as possible about the competencies that I would be able to bring to any new e-learning initiatives.
To view the proposal that was influenced so extensively by Barrett’s work, please feel free to tap or click on the word cloud below. The file its linked to is quite large, so it may take a few seconds to load.
Tap or click to read the proposal via Google Drive's PDF viewer (for devices that don't have Adobe Reader installed)
The "See You Around" Debacle 😉
ETEC590 - Graduating Project
Audio Reflection
The following audio reflection was made in the final minutes before submitting the link to this ePortfolio for evaluation. Please note that it was made after yet another sleepless night caused by a last minute technical glitch that took forever to track down and solve.
Thank You Videos
ETEC590 - Graduating Project
Reflection
Throughout the entire MET Community experience, I constantly sought new ways to use video and other forms of alternative media (instead of text) to communicate in a more personal, human way with my colleagues. Although I am sure that my occasional inability to get straight to the point and keep the videos short may have frustrated folks from time to time, I know that many appreciated the effort. I also know that I will continue to work towards a more direct speaking style – and hopefully be able to do so without sounding overbearing or curt.
In ETEC590, there were numerous opportunities to engage in multimedia communication, so I took full advantage of it. Below are a few of the “thank you” videos that I made for those who were kind enough to offer me their encouragement and suggestions. In addition to being a more personal way of saying thank you, the act of putting these videos together also helped me to reflect more deeply, work with meaning, and even undergo some transformative learning while I was thinking about how to respond to certain suggestions (Moon, 2001).
[srizonytalbum id=11]
Reference
Moon (2001). PDP working paper 4 reflection in higher education learning.
Real Life Examples of Linking Theory to Practice:
The following blurbs will connect you to current examples of linking theory to practice.
More About Gary
additional information about Gary’s background & current practice
Reflections on HYU Practice
ongoing initiatives to support learners and faculty at Hanyang University
Overview of Current Sites
e-learning spaces that Gary currently uses in professional practice
Links to Old Spaces
discontinued spaces that trace Gary’s online footprint back to 2001