ePortfolio Proposal Hyde, 1

ePortfolio Proposal
The MET Program: A Healthy Lifestyle Choice

Dustin Hyde
85127058
ETEC 590 Section 65 A
Dr. Francis Feng
January 2018
ePortfolio Proposal Hyde, 2

Purpose
This ePortfolio is the culmination of two incredibly hard years of dedication and commitment to my
learning journey as a student in the University of British Columbia’s (UBC) Masters of Educational
Technology. As such, this ePortfolio has several important purposes:

● To allow me the time and space for deep, rich reflection that permits me to understand,
apply, and showcase the many skills, theories and pedagogical approaches learned
throughout my learning journey
● To highlight my personal and professional growth and mastery of educational technology
and more importantly, how this growth will aid my personal and professional life
● To satisfy the requirements of the British Columbia Teacher Qualifications Services
“capstone” project for Category Six graduate degree which opens up opportunities for
leadership roles in my educational career
● To share and showcase my learning journey with family, friends, and colleagues

Audience
The anticipated target audience of this ePortfolio will include:

● UBC ETEC 590 Professor and instructor Dr. Francis Feng as well as second reader Dr.
Alex de Cosson
● UBC ETEC 590 friends and colleagues that are currently enrolled in this course and
share the collective responsibility of providing feedback to each other as we navigate the
ePortfolio process
● Current and future UBC MET students who will look to this and other ePortfolios as a
critical tool to shape their own learning and understanding of ePortfolios
● Current and future employers who may look to this ePortfolio to understand my growth
and learning as a tool to vet for potential leadership roles
● My family, friends, and colleagues who may have interest in understanding the learning
and work I endeavoured to complete throughout these past two years as a UBC MET
student
● Those individuals globally in the online community that are interested in ePortfolios

Objectives

● To create an ePortfolio that is visually appealing, easy to navigate, and clearly highlights
the rich learning experieced as a MET student
● Specifically highlight and demonstrate the educational knowledge, concepts, theories,
research, pedagogy and skills acquired throughout my MET journey, and how these have
influenced my teaching practice
● Develop a relevant, symbolic, and meaningful metaphor that will connect key principles of
my learning journey with my personal and professional life
ePortfolio Proposal Hyde, 3

Learning Goals and Rationale

For the past 12 years I have been teacher who has always strived to think outside the box to
come up with creative ways to engage student learning. Prior to enrolling in the MET Program, my
practice had been shaped by professional development, localized inquiry groups, and ongoing teacher
collaboration. While I was pleased with the first half of my career, I wanted to really dive into the role that
technology could and will play in my current and future teaching practice. As such, I began my learning
journey with the MET program. My initial, and rather simple goal, of better understanding how technology
can shape education has dramatically transformed since beginning my learning journey. Ultimately, over
the past two years, my practice has seen considerable pedagogical shifts that are now anchored in a rich
understanding of learning theory and how technology can influence and enhance student learning. The
list below is a reflection of my deep transformation from a simple goal to a series of tangible and robust
goals that I am proud to work towards. It is my belief that these goals are an ongoing endeavour that will
require a sustained commitment over the course of my career. Successfully committing to these goals is a
solid demonstration of the impact the MET program on my professional career and ultimately will serve
me well in my continued journey within the field of education.

Goal 1: Learning Theories

● To continue to analyze, explore, and understand various theoretical learning frameworks
so that I can utilize a variety of pedagogical strategies in my teaching practice

Goal 2: Technology Toolbox

● To continue to analyze, explore and implement current educational technologies to assist
my students in developing and enhancing their use and confidence with digital
technologies

Goal 3: Digital Citizenship and Competency

● To continue to analyze, explore, and implement current educational technologies as a
strategy to foster digital creativity, communication, and collaboration amongst students

Metaphor
According to Brandes and Boskic (2008), the use of metaphors are critical in sharing perspective,
point of view, assumptions and conceptualizations of understanding or conveying one's learning (Brandes
and Boskic, 2008). Metaphors are also essential in highlighting and organizing the various aspects of our
learning experience and further, that the use of metaphors helps to expose and explore “the most
fundamental levels of thinking about how we learn” (p. 3). Thus, the metaphor that I have chosen to use
as the fundamental guiding and connecting theme throughout this ePortfolio is a Healthy Lifestyle. A
healthy lifestyle is a huge part of my life and I think it will serve as a solid and relevant metaphor for my
ePortfolio. Leading a healthy lifestyle requires fuelling the body with essential food groups, supplementing
those foods groups with essential macro and micro nutrients and of course, a commitment to fitness. All
of these combined result in a strong foundation for a healthy body and healthy lifestyle. Throughout the
ePortfolio, I plan on using the metaphor of a healthy lifestyle to tell the story of my personal learning
experience through the MET Program. The following table will serve as a guide for linking the the
metaphor of Healthy Lifestyle to my learning journey throughout the MET program:
ePortfolio Proposal
The Pursuit of a Healthy Lifestyle
Committing to Health
Learning and understanding Health
Fuelling, exercising and
supplementing the body
Admiring the Results
Staying Committed
Media
My ePortfolio will be designed and created with the web hosting service Weebly. Weebly is a free,
user friendly website designer tool that allows users the ability to create visually stunning websites with
Hyde, 4
Linkages to the MET Program
Committing to a healthy lifestyle requires considerable planning,
preparing, and a strong commitment to the process.
Here I will describe and connect my decision to apply for the MET
program
In order to become healthy and lead a healthy lifestyle one must first
learn and understand the theoretical applications of health and
nutrition. As this type of knowledge increases the foundation for a
strong, healthy lifestyle is laid. This section will focus on the core
courses I completed during the MET program highlighting how
theoretical knowledge and pedagogical approaches through the lens of
educational technology results in rich learning opportunities.
Once a solid foundation of theoretical knowledge of general health and
nutrition is acquired, one can start the process of fuelling, exercising
and supplementing the body. Consumption of essential food groups,
coupled with exercise and supplement knowledge is essential for
taking the next big steps en route to a healthy lifestyle. In this section,
I will focus on key elective courses I completed during the MET
program that permitted me to really fuel, supplement and exercise my
zest for educational technology. I hope to articulate that the electives
in my MET journey really allowed me to test my newfound knowledge
of healthy lifestyle and truly flex my newly acquired ed. tech muscles.
This section will ultimately serve to highlight how I am currently
employing knowledge acquired from the MET program in my
profession as a teacher.
Those that commit to a healthy lifestyle feel an overwhelming sense of
pride, accomplishment, and general well-being. There is often an
excitement and eagerness to share our journey with others in an
attempt to both showcase our results and also provide insight,
experience and expertise to others. In this section I plan to showcase
all my learning in one place to demonstrate my journey and results.
Maintaining a healthy lifestyle requires a commitment to one’s goals
and aspirations. Here I will articulate how I plan to continue to learn
and grow as an educator who is passionate about educational
technology and how I will commit to the overall goal of continued ed.
tech theory and practice in my professional and personal life.
ePortfolio Proposal Hyde, 5

ultimate design control over layout and the use of multimedia elements. This is essential for the
development of the ePortfolio as it allows the creation of a portfolio that will tell the story and showcase
my personal learning journey over the past two years in a succinct, stylish, and user friendly way. While
there are other free website builders that I have had experience with such as Wix, Google Sites, and
Wordpress among others, Weebly is what I am most experienced with, offers third party apps to enhance
user experience, works well across all platforms, and I also have a professional account which allows me
to fully leverage the platform. Despite the many benefits of Weebly, it is not without potential concern
worth mentioning. Like any free website platform, there is potential for the company to collapse and
therefore the service to no longer be available which ultimately could result in lost work. Additionally,
transferring content from Weebly to another platform is difficult and anything but intuitive and seamless. In
this regard there is no backup feature and thus, I am entirely dependent upon Weebly withstanding the
test of time.

Artifacts and Evidence

Artifacts are essential elements to highlight and showcase ePortfolios. As such, the following is a
list of courses completed along with created artifacts and their potential linkages to the Healthy Lifestyle
metaphor.

Course Potential Artifacts + Context Potential Links to Metaphor

Goal connection

ETEC 512 ● Lesson Plan Deep analysis of ● Critique of one’s past health and
Application of Critique (G1) learning theories nutrition habits as a reflective tool to
Learning Theories allowed me to better analyze past practices and plan for
to Instruction understand various future improvement and growth
learning theories so ● Collaborating and learning with like
Sept 2017 ● Online that I could redesign minded health enthusiasts to learn and
collaborative an old lesson plan prepare for future goals
Learning and collaborate to ● Important to learn about various health
Conference: build an online style and approaches
Information resource
Processing via
Experiential
Learning ​(G1, G2,
G3)
ePortfolio Proposal Hyde, 6

ETEC 511 ● Collaborative Case Researching case ● First course — understanding the
Foundations of Study: Educational study methods to foundations and history of health and
Educational technology and help understand nutrition is essential to future growth
Technology reconciliation: and solve real world ● exposure to various forms of health,
Digital storytelling
issues wellness, nutrition, and spirituality and
as a spiritual
Sept 2017 practice​ (G1, G2) how these have evolved and shaped
society over time
● Linking the role of technology to health
and nutrition today
● Scholarly Essay:
The Role of Scholarly research
Educational and essay writing in
Technology in an area of passion
Indigenous and interest
Language
Preservation,
Restoration, and
Revitalization (G2,
G3)

ETEC 510 ● Wiki Animation Wiki Animation ● Understanding the importance of

Design of project: The legacy sparked interest in designing a plan to achieve one’s
Technology of Colonization exploring new ed healthy lifestyle goals is essential
Supported (G2, G3) tech tools such as ● Taking into consideration all the
Learning Videoscribe aspects of health and executing that
plan to achieve optimal health
Jan 2018 Course introduced
● Collaborative essential elements
Instructional of instructional
Design website: design - particular
Digital Information investment in
Literacy Primer backwards design
(G2, G3)

ETEC 500 ● Collaborative Considerable effort ● Learning about research, and

Research Research Paper: and attention conducting your own research is an
Methodologies in Indigenizing devoted to important step in understanding the
Education Mathematics (G1, understanding best approach for your learning goals.
G2) research ● Looking at data to analyze both the
Jan 2018 methodologies as a qualitative and quantitative results of a
tool to understand healthy lifestyle.
and explore topics ● What approaches to nutrition, exercise,
● Qualitative and of interest and supplementing are statically
Quantitative proven, relevant, and achievable in the
Research healthy lifestyle journey
Methodologies
ePortfolio Proposal Hyde, 7

Journal Response Journal helped

(G1) apply research
theory and practice

Course Potential Artifacts + Context Potential Links to Metaphor

Goal Connection

ETEC 530 ● Constructivist Entire course was ● There are many different types of
Constructivist Lesson Plan - transformational in learning theories, just as there are many
Strategies for Identifying Fake my understanding different types and approaches to a
E-Learning News (G1, G2) and application of healthy lifestyle
constructivism in my ● Adopting and subscribing to a particular
May 2018 practice style of health (constructivism) is key to
growth
● Research Cafe -
Designing a truly ● Showcasing, sharing and teaching
The affordances of
constructivist lesson others about my personal health journey
Virtual Reality
plan helped plant and approach is a key step in
through a
the seed for future professional development
constructivist lens
constructivist
(G1)
approaches and
plans

ETEC 565M ● A Case for Exploration of ● Exploring and experimenting with

Mobile Education Snapchat in mobile digital current trends (gadgets, apps, fads etc)
Education​ (G2, technologies and in the health and fitness industry allows
May 2018 G3) their application to one to stay committed and focused on
education was your goals. The key is finding the right
essential in technological tools and gadgets to aid
providing me the in the healthy lifestyle journey
● Utilizing 360˚ courage to
Videos in implementing new
Education​ (G2, digital technologies
G3) in my practice

Taught staff and

students how to use
Snapchat and 360
cameras in my own
school
ePortfolio Proposal Hyde, 8

ETEC 490 ● Critical Essay Exploration of future ● Experimenting and critically evaluating
Virtual Reality - Review of technologies and the most current and future
Summer Institute Colleagues 360˚ their applications technologies in the healthcare industry
Video Production and affordances in opens a window to the future of what is
July 2018 (G2, G3) educational settings to come
served as an ● A glimpse into the future of the health
important aspect in and fitness industry serves to truly
understanding the excite and motivate
● Collaborative potential future of ed
360˚ Video tech
Production​ (G2,
G3) Production of 360
movie allowed me to
bring that knowledge
back to my school
and offer tutorials

ETEC 522 ● Analyst Report: Exploration of the ● Analyzing health and fitness
Ventures in Gradeslam​ (G2, business side of ed businesses helps to critically
Learning G3) tech products and understand the corporate influence on
Technologies how new products individual health
are marketed and ● Business understanding and education
Sept 2018 evaluated based on affords health conscious entrepreneurs
● Venture Pitch: venture analysis the tools and strategies to develop and
Indigenize pitch their own healthy lifestyle
Solutions​ (G2, Investigated current products to share with other health
G3) Ed Tech companies conscious individuals
and created my own
ed tech concept and
venture pitch

ETEC 531 ● Media Production: Two major projects ● Individuals on the healthy lifestyle path
Culture and New A case for gaming focused on gaming are always looking for new approaches
Media Studies in education​ ​(G2, allowed me to really to revitalize and shake up their routines
G3) explore the cultural ● An analysis of various culture
Sept 2018 relevance of gaming approaches and technological
and education strategies such as gamifying exercise
are one of many strategies to add to
● Media Resource ones healthy lifestyle tool kit
Guide: Gaming,
Fortnite and
eSports​ (G2, G3)
ePortfolio Proposal Hyde, 9

Course Potential Artifacts Context Potential links to Metaphor

+ Goal
Connection

ETEC 590 ePortfolio The final product ● The before and after metamorphosis
Graduating Project specifically from health novice to a committed life
designed to long health enthusiast
Jan 2019 showcase my
learning journey

Key References, Theories, Resources

As I comb through all my discussion posts, collaborative projects, and various artifacts, I am
reminded of many rich and thoughtful conversations that were shared with my colleagues. Most of these
discussions focused on key learning theories, frameworks, or resources that we were exploring at any
given time. The list below reflects the key resources that were truly transformative in my teaching
practice.

Learning Theories:
● Constructivism
○ Fosnot, C.T. (2013). Constructivism: Theory, perspectives, and practice, 2nd Ed.
Teachers College Press
○ Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize
constructivist teaching: Derived from a review of the literature and applied to five
constructivist teaching method articles. ​International Journal of Science Education, 31​(4),
541-550.

Frameworks / Models
● Backwards Design Model
○ Wiggins, G., & McTighe, J. (1998). What is backward design. ​Understanding by design​,
1,​ 7-19.

Resources
● Weebly
● Padlet
● iMovie
● VideoScribe

Timeline
A timeline is essential to ensure and aid in the completion of various tasks and assignments
associated with the development of the draft proposal and final ePortfolio. As such, below is table
developed to help organize, guide, and adhere to the requirements and completion of ePortfolio capstone
project.

Week Date Timeline of tasks to be completed

ePortfolio Proposal Hyde, 10

4 Jan 21 ● Connect with ePorfolio group and begin sharing and discussing ideas relevant to
- 27 development of our own ePortfolios
● Firm up metaphor and potential relevant artifacts for ePortfolio
● Choose ePortfolio showcase platform
● Familiarize myself with ePortfolio rubric requirements + build rubric
● Post ePortfolio draft #1 to discussion forum for informal peer feedback

5 Jan 28 ● Complete a review of assigned classmate’s proposal

- Feb ● Review feedback received from both group and assigned classmate’s feedback -
03 revise and edit accordingly (document changes to highlight evolution of product)
● Post ePortfolio proposal draft #2 with updates
● Start constructing and designing Weebly website

6 Feb 04 ● Continuing working on design, structure and flow of Weebly website

- 10 ● Start formal preparations (script, click mapping) etc for “guided video tour” of
ePortfolio

7 Feb 11 ● Continuing editing ePortfolio proposal based on group conversations, articles read,
- 17 and peer reviews to date
● Finalize key ePortfolio elements - specifically the linkages between metaphor and
artifacts

8 Feb 18 ● Finalize Weebly design and layout

- 24 ● Start to bring in content to Weebly site
● Submit final ePortfolio proposal to instructor via Canvas for critical review

9 Feb 25 ● Complete a review of a classmate’s draft ePortfolio and selected artifacts

- Mar ● Revise and edit my ePortfolio and artifacts based on feedback from instructor and
03 peer(s)
● Post to ePortfolio with revisions to discussion forum for continued review and
informal feedback
● Continuing working on Weebly site and “guided video tour”

10 Mar 04 ● Carefully review and apply feedback received - be sure to document changes to
- 10 ePortfolio
● Continuing working on Weebly site - introduction, objective, metaphor, purpose and
goal portions should all be complete
● Post ePortfolio for formal peer review

11 Mar 11 ● Carefully review and apply feedback received - be sure to document changes to
- 17 ePortfolio
● Formally review a classmate’s ePortfolio - specifically the area of focus they have
suggested
ePortfolio Proposal Hyde, 11

● Continuing working on Weebly site - course summaries, artifacts, and metaphor

descriptions and linkages to be completed
● Post ePortfolio to discussion forum for additional informal feedback

12 Mar 18 ● Continue working on ePortfolio - make adjustments and edits based on feedback
- 24 received
● Post ePortfolio to discussion forum for second formal feedback
● Continuing working on Weebly site - all pages should be complete. Focus should
be on editing and ensuring hyperlinks and navigation buttons are working
● Start recording process of guided video tour

13 Mar 25 ● Final edits and test of ePortfolio functionality

- 31 ● Guided video tour complete and uploaded
● Provide feedback to other peer ePortfolios
● Submit final ePortfolio product along with documentation of feedback edits

Assessment
A Google Form assessment rubric was created to ensure that all the essential elements required
for the ePortfolio were included. The rubric sets clear guidelines and serves to allow the user to
understand the requirements set out by ETEC 590. Given the technology component of this program, a
Google Form assessment rubric seemed appropriate and logical. The rubric itself was created to parallel
the assessment structure of the course and thus features a simple “Meets requirements” or “Does not
meet requirements”. Additionally, a comment box is provided for those who wish to offer feedback.
Finally, in an attempt to stay connected to the theme and metaphor of a healthy lifestyle, the rubric is
designed with elements reflective of that theme/metaphor.

● https://docs.google.com/forms/d/e/1FAIpQLSf08XZlH_k4ulg4qaTq39z1S-BelalEZ0ANrEv
9Ld-SfEdkBQ/viewform

Expected Outcomes
Successful completion of an ePortfolio is a significant event as it represents the culmination of
two years of sustained academic work. In this regard, one of the key outcomes will selfishly be for me to
engage in a highly reflective process as a means to organize, understand, and appreciate the deep
learning that occured in what felt like a whirlwind of academic intensity. Ultimately, this ePortfolio will be
just that; a tool to showcase my learning journey and highlight the many ways in which I have grown. It is
my hope that this ePortfolio will tell the transformative story of my learning journey in a professional, yet
personalized way. Finally, I hope that this ePortfolio will serve as a professional tool that helps potential
employers understand my potential for future leadership opportunities.

References​:

Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist
teaching: Derived from a review of the literature and applied to five constructivist teaching method
articles. ​International Journal of Science Education, 31(​ 4), 541-550.
ePortfolio Proposal Hyde, 12

Brandes, G. M., & Boskic, N. (2008). Eportfolios: From description to analysis. ​The International Review
of Research in Open and Distributed Learning,​ ​9​(2).

Fosnot, C.T. (2013). Constructivism: Theory, perspectives, and practice, 2nd Ed. Teachers College Press

Wiggins, G., & McTighe, J. (1998). What is backward design. ​Understanding by design​, ​1,​ 7-19.