Guided Tour

Hello. My name is Natalie Roberts and welcome to my digital portfolio. This portfolio is my
culminating capstone project of my experience in the Master of Educational Technology
program at the University of British Columbia.

This video will serve as a guided tour of my digital portfolio and will provide information about
how to navigate the site, as well as my rationale, reflections and artifact choices highlighting my
learning throughout the MET program.

Barrett (2005) emphasizes the important role that reflection plays in the construction of an
ePortfolio. From my time in the MET program I have learned about the construction of
knowledge through hands-on, experiential learning and reflection (Moon, 2001). As noted in
Moon (2001), there are many definitions of “reflection” and, consequently I have worked on
defining what reflection means to me. Reflection has been giving myself the opportunity to make
connections ​between my prior knowledge and what I have now learned. Through the exploration
and application of concepts via innovative projects or through rich conversations with
classmates, I have been synthesizing and critiquing the material, constructing new knowledge
and understanding. Mindful use of ‘SOUL’ time (Petrina, n.d.) has allowed me the opportunity
to unplug and take pause to consolidate my learning.

In ‘The Art of Changing the Brain’, James Zull (2002) notes that, even if something is familiar to
us, it is difficult to make connections, and derive meaning, unless the experience elicit emotions
within us. In order to thoroughly reflect on my experiences during the MET program, I attempted
to select opportunities and artifacts that I felt an emotional connection to.

Due to this emotional connection, I have selected the overarching metaphor of a film score to
describe my learning journey in the MET program. During times of reflection and contemplation
I can be found listening to a variety of musical scores. This music relaxes and provides moments
of inspiration. A film score is intended to move an audience; to elicit emotions, spark curiosity,
and bring about a sense of wonder. This too, is my ​purpose ​for this digital portfolio. In my
metaphorical framework I have included 6 sections for this digital portfolio: Original Score,
Spotting, Syncing, Writing, Orchestration and Recording. Through the my journey in the MET
program, these sections and their relation to my metaphor become increasingly clearer; each
course adding to the musical composition.

When you navigate to the home page you will be greeted by an easy to read splash page. Here I
have establish the purpose for my digital portfolio and the intended audience. ​ This portfolio
contains a collection of my original works and artifacts that have been developed on my
educational journey and demonstrates my educational and professional growth. These artifacts
have been selected to demonstrate successes, challenges and reflections of this time.​ From here
you can access the 6 main sections of the portfolio. These sections can be easily accessed by
clicking on them via the home page or by scrolling over the main navigational bar. A drop down
menu will appear highlighting the courses I have taken corresponding to that heading. Each
section contains a page that connects back to my metaphor, an introduction to the course taken,
and artifacts and personal reflections. The courses do not have to be viewed in chronological
order. Below, you will find the guided tour - where you are now, inviting the user to watch the
video tour of this site.

The first section of the metaphor in my digital portfolio, is titled “Original Score” and clearly
explains the connection of my film score metaphor to my learning journey. This gives the viewer
a context for my metaphor, grounding them before the next section.

“Spotting” is the second section of the metaphor and encompasses my experiences in ETEC 500
and 511. These two core courses provided a solid foundation, the basics notes and rhythms, in
education research and theories and are courses that are needed to build upon in future ETEC
courses. For ETEC 500 I selected an individual and group project for my artifacts. The group
project (Moxey, N., Peters, D. & Roberts, 2017) displays a critical analysis of the literature and
technology relevant to assisting struggling readers through iPad use and to demonstrate the
ability to work collaboratively with a team. My individual project (Roberts, 2017) was selected
to demonstrate what I could do on my own - my starting or grounding point with which to view
my development as a writer and as an educator.

ETEC 511 provided the opportunity to explore a variety of learning theories. This was one of my
favourite courses likely due to the strong connections I felt with the themes I selected for further
research. The artifacts selected, a website ​“When Social Media and Schools Collide”
(O’Connor, Roberts, Sandor & Uraizee, 2017) evaluates the moral and legal obligations of
schools and social media. In addition, my scholarly paper, “The Effects of Social Media on the
Social Emotional Wellness of Adolescents” (Roberts, 2017a) is something near and dear to my
heart and captures a growing challenge as an issue in educational technology.

The third section of the metaphor is titled “ Syncing”. Once a solid foundation has been
established, syncing ties additional music to what is happening in the film. ETEC 512 and 521
fit this section. ​The artifacts I have selected to accompany "syncing" are projects that were
pivotal at this point in my career as an educator, such as addressing the history of the residential
school system using the graphic novel ​The Secret Path​ (2016). Syncing also requires precise
mathematical timing connecting me to the investigation of cognitive neuroscience and
neuroplasticity. Giving students learning experiences that require them to demonstrate their
learning in situations provides meaningful context and opportunities to see their learning in
action.

ETEC 521 challenged me to dig deeper into areas of the B.C. curriculum (2016a) that I was not
altogether familiar with and investigate pertinent issues such as Indigenous intellectual property
rights. “Past Informing the Present: The Circle of Courage and the Social Emotional
Development of Youth” (Peters, Roberts & Wu, 2018) is a scholarly paper seeking connections
between Indigenous and western cultures in regards to the social emotional development of our
youth while my Weblog (Roberts, 2017b) is my contribution to the growing body of resources
for educators

“Writing”, is represented by two elective courses, ETEC 532 and 533. ​Once the basics are
"mastered", one begins to put notes together to form a musical composition that will enhance the
film as I did with these courses.The collaborative inquiry project for ETEC 532 involved the
exploration of digital storytelling (Peters, Roberts & Wu, 2018) through a design thinking lens
(B.C. Ministry of Education, 2016) while my vignettes (Roberts, 2017c) display my ability to
analysis and communicate my learning.

ETEC 533 Legacy of Learning website and blog (Roberts, 2017c) and scholarly paper (Roberts,
2017d) are the artifacts I have selected for inclusion. Both of these artifacts demonstrate
connections between research and practice.

“Orchestration”. Represented by three courses, ETEC 510, 540 and 565a. The artifacts that I
have selected for "Orchestration" include those projects where I worked collaboratively
alongside fellow classmates to produce pieces that I am very proud to have been a part of. The
selections for ETEC 510 include a website (Chen, Lott, Minshall & Roberts, 2017) to introduce
and support teachers as they learn to code. I further explored Scratch programming in schools
through the creation of a video and wiki entry (Roberts, 2017e). ETEC 540 saw the use of Padlet
and graphic novels to explore Indigenous Oral Storytelling to Digital Literacy (Peters, Roberts,
Wu, 2017b). I also included my Rip.Mix.Feed Project, ‘What is your Hope?’ (Roberts, 2017f)
which I have used successfully in my school since its creation. Finally, I included a
comprehensive look the history of Xylography (Roberts, 2017g), synthesizing the knowledge of
the past with text technologies of the future.

Another favourite course, ETEC 565a - known as a “digital sandbox”. Artifacts selected include
‘Makerspace Lab’ (Roberts, 2017h) and my digital story “Magnificent Makerspaces” (Roberts,
2017i). ​Makerspace Lab is a blended learning course. I selected Google Classroom using
Bates’s SECTIONS model criteria (2014) to assess the effectiveness of this platform framework.
Makerspace Lab utilized Anderson’s (2008) attributes of learning with the course format
allowing the instructor to gather the necessary background knowledge of the students to
effectively scaffold new concepts.

The final section of the metaphor, is titled “Recording” and contains ETEC 590. This is the
graduating project course to fulfill the requirements of TQS, and required the development of
this comprehensive and reflective digital portfolio. In this section I tie up all of my learning and
reflect on my overall experience in the MET program.

You will also find my assessment rubric which acted as guiding document in the creation of the
digital portfolio and was informed by the work of Moon (2001) and Yancey (n.d). In addition I
have included my Professional Growth Plan and Resources that I have found helpful throughout
this program.

My learning journey does not end with the completion of the MET program. The skills and

knowledge that I have acquired during this time has opened new opportunities for me as an

educator, and started meaningful conversations about educational technology.

With my knowledge, and increased curiosity, I intend to continue seeking ways to address

technology challenges faced in our schools and work alongside fellow educators as they navigate

this area.

Thank you for taking the time to view my digital portfolio. The MET program has been a
wonderful learning experience and I thank my fellow colleagues and professors throughout the
program. Please feel free to contact me via details on the Sound Engineer page with any
questions.
References:

Anderson, T. (2008). ​Towards a theory of online learning. ​In T. Anderson & F. Elloumi
(Eds.), Theory and practice of online learning. Edmonton AB:Athabasca University.
Retrieved from ​http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-
​ Theory_and_Practice_of_Online_Learning.pdf

Barrett, H. (9 March, 2005). ‘​ePortfolios for learning’.​ Retrieved from

​http://eportfoliosblog.blogspot.ca​.

Bates, T. (2014​). Choosing and using media in education: The SECTIONS model. Teaching in
a digital age.​ Retrieved from
​https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

B.C. Ministry of Education (2016).​ Applied Design, Skills & Technologies.​ Retrieved
from ​https://curriculum.gov.bc.ca/curriculum/adst

B.C. Ministry of Education (2016a). ​First Peoples Principles of Learning.​ Retrieved from
​https://curriculum.gov.bc.ca/instructional- samples/first-peoples-principles-learning

Chen, E., Lott, N., Minshall, C. & Roberts, N. (2017). ​Intro 2 coding.​ Retrieved from
​http://intro2coding.wixsite.com/learn

Downie, G., & Lemire, J. (2016). ​Secret Path.​ Toronto, ON: Simon & Schuster Canada.

Lorenzo, G., & Ittelson, J. (2005, July). ​An overview of e-portfolios.​ Retrieved February
16, 2018, from ​https://library.educause.edu/~/media/files/library/2005/1/eli3001-pdf.pdf

Moon, J. (2001). ​‘Reflection in Higher Education Learning’. ​Retrieved from:

​https://www.brandeis.edu/experientiallearning/currentpdfs/reflectioninhighered.pdf

Moxey, N., Peters, D. & Roberts, N. (2017). ​iPad instruction to support struggling
readers.​ ​(Unpublished). University of British Columbia, Vancouver, Canada.

O’Connor, A., Roberts, N., Sandor, C. & Uraizee, S. (2017). ​When social media and
 schools collide​. Retrieved from ​http://etec511module4.weebly.com

Peters, D., Roberts, N. & Wu, J. (2017). ​Past informing the present: The circle of
courage and the social emotional development of youth. ​(Unpublished graduate essay).
University of British Columbia, Vancouver, Canada.

Peters, D., Roberts, N. & Wu, J. (2018). ​Digital storytelling through design thinking. ​Retrieved
from ​https://designthinkingdigitalstorytelling.weebly.com

Peters, D., Roberts, N. & Wu, J. (2017b). ​Indigenous oral storytelling to digital literacy.
Retrieved from https://padlet.com/natalieglen/b876m18ruzn8

Petrina, S. (n.d.). ​e-learning and educational technology with SOUL (Slow Online &
Ubiquitous Learning). ​Retrieved from ​http://blogs.ubc.ca/etec/files/2012/03/SOUL.pdf

Roberts, N. (2017). ​Individual journal assignment.​ ​(Unpublished). University of

British Columbia, Vancouver, Canada.

Roberts, N. (2017a). ​The effects of social media on the social emotional wellness of
adolescents.​ ​(Unpublished graduate essay). University of British Columbia,
Vancouver, Canada.

Roberts, N. (2017b). ​ETEC 521 Weblog.​ Retrieved from

http://blogs.ubc.ca/courseSIS_UBC_ETEC_521_66A_2015S1-2_48324/
author/natalieroberts/

Roberts, N. (2017c). ​Legacy of learning.​ Retrieved from ​http://blogs.ubc.ca/nroberts/etec-533/

Roberts, N. (2017d). ​Supporting teachers in technology integration.​ ​(Unpublished). University

of British Columbia, Vancouver, Canada.

Roberts, N. (2017e). ​Scratch programming in schools. ​Retrieved from

https://www.youtube.com/watch?v=qUdjM5uN65s

Roberts, N. (2017f). ​What is your hope? ​Retrieved from http://whatisyourhope.weebly.com

Roberts, N. (2017g). ​Block printing: Xylography​. Retrieved from
https://www.youtube.com/watch?v=dBpy2UE2juw

Roberts, N. (2017h). ​Makerspace lab.​ Retrieved from

https://classroom.google.com/c/Njg5NDk1Mzk0OVpa

Roberts, N. (2017i). ​Magnificent makerspaces. ​Retrieved from

https://www.youtube.com/watch?v=QmykHc05PhM&t=1s

Roberts, N. (2018). ​ETEC 532 vignettes. ​(Unpublished). University of British Columbia,

Vancouver, Canada.

Yancey, K. (n.d.) ​What makes a good web portfolio.​ Retrieved from

​https://connect.ubc.ca/bbcswebdav/pid-4622325-dt-content-rid-24520533_
​1/courses/SIS.UBC.ETEC.590.65A.2017W2.93526/ETEC590/l
​essons/lesson03/docs/What_makes.pdf

Zull, J. E. (2002). ​The art of changing the brain.​ Sterling, VA: Stylus Publishing Co

Music:

"Americana" Kevin MacLeod

Licensed under Creative Commons: By Attribution 3.0 License
http://creativecommons.org/licenses/by/3.0/