E-Portfolio Proposal

Dr. Franc Feng

Karalea Hoyano
January 2015
(First Draft)

Every champion was once a contender that refused to give up

~ Rocky Balboa

Statement of purpose:
My world has two focuses other than my family. My teaching profession and Softball.
I am tried to incorporate my softball career into many aspect of the MET program as it is
what defines me and still captures me. It is my passion and my hobby. I felt the best,
most creative way to pull my e-portfolio together is by using my passion as an influence.
A little history:
I have been playing softball since I was 6. After high school I was offered a full ride
scholarship to go to school in Kansas. After 2 successful years there, I transferred to a
university in North Dakota. I was asked to join USAAI (USA Athletes International) in
Belgium and Holland. It was an amazing trip, there I was asked to come and play
softball professionally in the Dutch league. I flew out shortly after and spent a season
there. From that point, I came home to play in many national championships and move
forward with the career side of softball. I am now a certified CAN pitch instructor with
Softball Canada and run 4 clinics per week. Today, I still play in a senior ladies league
in Surrey, B.C. I am passionate about softball and the importance of sport. On my first
job interview to get a permanent teaching position, I was asked about my softball
career. I was in competition with many other teachers on call for the job, and later
learned that I got the job because of my athletic background. They felt that being a
softball pitcher, I was used to team work, collaboration, critical thinking and had
confidence. I was proud that my passion was an influence on my first successful job. I

tell this story to my students and pitchers today as sport does link to education and is an
important part of life.

Audience:
My target audience is educational professionals, both public and private as well as
people with curiosity in regard to the link between technology and education. That
audience could be parents, teachers, administrators or people seeking personal growth
and professional development. I am hoping with my unique approach I will grab the
attention of all types of people, especially those linked to sports. My e-portfolio is
intended for current, future and even previous MET students as well as professors. This
portfolio will meet the requirements needed for TQS and provide me with a category
upgrade.

Metaphor:
Relating back to my softball career, I have decided to meld the two together for my
metaphor:
1.The Batter (About me and my journey)
My softball Bio
My Life, My Journey

2. Stepping on the mound(Core courses)

 Taking a deep breathe (ETEC 500)

Believing in yourself and showing confidence (ETEC 511)
Focusing in on your purpose (ETEC 512)
Thinking ahead to what angle you plan on taking (ETEC 510)

*You need a solid foundation before you can develop new pitches or new skills. The same goes with the core
courses versus the electives. These core courses were key to helping the others fall into place, they were the
building blocks to the bigger picture.

3. The Pitch (Electives & Artifacts)

Rise Ball (ETEC 533)
Curve Ball (ETEC 532)
Drop Ball (ETEC 540)
Fast Ball (ETEC 565A)
Change Up (ETEC 522)
* These are all nice to have, not necessary but useful and each have their own unique features and situations.
Essentially they provide you with options to be successful and cater to a variety of situations and scenarios
much like life. These elective courses connect back to pitching as these dierent pitches follow the same
philosophy. Together collectively they are wonderful to have to have options, but each is unique and provides
you with dierent skills or knowledge.

4. The Out (The big picture/end result/conclusion)

ETEC 590
References

Course Artifacts:
Courses

Artifacts

Media

ETEC 500

The influence of technology on Research Paper

the real world
A critical literature review
and
Computer Mediated
Communication vs. face-toface interaction : Research
Proposal
or
Methodological Critique

ETEC 510

Stop motion on Prezi

ETEC 511

CIP: The ecology and Nature Website / Scholarly Essay

of Education Technology
The good, the bad and the
socially awkward
Online Learning
Website/Essay/short essay
Presentation (Gamification)
Lesson Plan critique
Thought paper #3

ETEC 512

iMovie

ETEC 522

Open Educational Resource Webpage/Prezi

and Aerohive pitch OR
Venture Pitch

ETEC 532

iPads in the Social Students Webpage/Essay

Classroom or Online
Learning
Collaborative Inquiry Project

ETEC 533

Using iPads in the Math and Webpage

Science Classroom

ETEC 540

Multiliteracies project

Webpage

ETEC 565A

Digital Story : Softball

E-Portfolio

Animoto
UBC Blog

Courses
ETEC 590

Artifacts
E-Portfolio

Media
Weebly to display and
reflect all assignments

Media and Tools:

After much consideration, I am going to use Weebly for my EP. This was a hard choice
as there are many things I do not love about Weebly, such as the max amount of pages
allowed, no opportunity to upload videos unless from YouTube and the themes are
pretty standard where as I am looking for something more unique but it is just so user
friendly so I decided to buy the upgrade so that I will have access to all tools they have
to offer. This allows me to chose a template but still customize it to suit my ideas.

Time Line for ePortfolio:

Date

Assignment to complete

Week 5

*Create Weebly
*Pick Design
*Begin Biography Page

Week 6

*Reflect back on MET

courses to reflect on artifacts
*Enter Artifact 1, 2
*Map out reflections

Week 7

*Add an Introduction to each

page of the site explaining
the metaphor
*Add photographs of me
pitching to relate
*Artifact 3 &4
*Reflections

Date

Assignment to complete

Week 8

*Artifact 5, 6 & 7
*Reflections

Week 9

*Edit and revise

*Artifact 8 & 9
*Peer and instructor review

Week 10

*Make Changes and edit

*Check all links

Week 11

*Final changes

Week 12

*Create video guided tour

Assessment Rubric:
a
Criteria

Minimally
Meeting

Metacognition *Limited or no
reflection present
*No connections
made between
learning and EP

Meeting

*Some detailed
reflection but not
consistent
*Connections made in
some areas but not all
between learning and
EP

Fully Meeting

*Detailed reflections
in all areas
*Many connections
made between
learning and EP

Criteria

Minimally
Meeting

Metaphor, layout *No metaphor or

and design
design
demonstrated

Artifacts

*no artifacts or less

than required
artifacts present
*No purpose or
connection to
artifacts chosen
*No reflection

Meeting

Fully Meeting

*Metaphor is present *Metaphor is present

but unclear
and relevant
*Too much or too little *Aesthetically
information in design pleasing and
*Metaphor doesnt fully interesting
connect to learning
*Metaphor connects
to learning
*Minimum amount of
artifacts present
*Minimal connection to
how they connect to
the EP
*Short, brief reflection
included

Layout,
*Lacking links or
*Theme is present but
organization and broken links
unclear
navigation
*Pages lack
*Most links work
professionalism or *Too much or too little
purpose
information in design
*Limited evidence of *Font isnt fully legible
technological skill or big enough
present

*More artifacts used

than required
*Connection made to
artifacts and EP
*Detailed reflection
present

*Clear theme
*Well laid out with
working links on every
page
*Information is legible
and well organized

References:
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi
(Eds.) Theory and Practice of Online Learning, Chapter 2

(pp. 45-74). Retrieved from: http://www.aupress.ca/books/120146/ebook/

02_Anderson_2008_Anderson-Online_Learning.pdf

Brandes, G.M., & Boskic, N. (2008). Eportfolios: From description to

analysis. International Review of Research in Open and Distance Learning, 9
(2), 1-17. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/
502/1050

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research: competencies for
analysis and applications. Upper Saddle River, NJ: Pearson Education Inc.

National Research Council. (2000). How people learn: Brain, mind, experience, and
school: Expanded edition. Washington, DC: The National Academies Press.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY:
Basic Books, Inc.

Servanescu, Teodor. (2011). Personal Communication. Worcester Polytechnic Institute.

Retrieved from: http://www.wpi.edu/Pubs/E-project/Available/E-project-090311-151245/
unrestricted/Personal_Communication_IQP.pdf

Shannon, Lori. (2012). The impact of electronic communication on personal

relationships. Gonzaga University. Retrieved from: http://web02.gonzaga.edu/
comltheses/proquestftp/Shannon_gonzaga_0736M_10241.pdf

Sherblom, J. C. (2010). The computer-mediated communication (CMC) classroom: a

challenge of medium, presence, interaction, identity, and relationship. Communication
Education, 59, 497-523.

Small, Gary, and Gigi Vorgan. "Your IBrain: How Technology Changes the Way We
Think: Scientific American." Science News, Articles and Information | Scientific
American. 8 Oct. 2008. Web. <http://www.scientificamerican.com/article.cfm?id=youribrain>.

The ISTE (2007), National Educational Technology Standards (NETSS) and

Performance Indicators for Students:
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/
NETS_for_Students_2007_Standards.pdf

Turkle, S. (2011). Alone together: Why we expect more from technology and less from
each other. New York: Basic Books.

Turkle, S. (2004). Whither psychoanalysis in computer culture. Psychoanalytic

Psychology, 21(1), 16-30

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Chenault, B. (1998). Developing personal and emotional relationships via computermediated communication. CMC Magazine. Retrieved from http://www.december.com/
cmc/mag/1998/may/chenault.html

Willis, J (2011, April 14). A Neurologist Makes the Case for the Video Game Model as a
Learning Tool. Edutopia. Retrieved September 28, 2014, from http://www.edutopia.org/
blog/video-games-learning-student-engagement-judy-willis.

Zhao, Y. & Frank, K. (2003). Factors affecting technology uses in schools: An ecological
perspective. American Educational Research Journal, 40(4), 807-840. doi:
10.3102/00028312040004807