{"id":2,"date":"2019-07-16T20:38:47","date_gmt":"2019-07-17T03:38:47","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec565b\/?page_id=2"},"modified":"2025-08-25T08:44:24","modified_gmt":"2025-08-25T15:44:24","slug":"assignments","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/etec565b\/assignments\/","title":{"rendered":"Assignments"},"content":{"rendered":"

Summary of Required Assignments<\/span><\/strong><\/span><\/h1>\n

All coursework is to be submitted online. You should use your own website to compile your coursework, which can be taken down as soon as the assessment of your coursework has been completed at the end of term, if you wish. Please note: When submitting assignments you are encouraged by UBC to use FIPPA compliant practices. As such, you are encouraged to use your UBC email address and your UBC blog<\/a> for housing your assignments. However, not everyone will be using FIPPA compliant tools, applications, software, etc. Best practices simply include not sharing your student number or any personal information through insecure channels. For the purposes of this course, no sharing of sensitive information will be required.<\/p>\n

1. Indivi<\/em><\/strong><\/em><\/strong>dual Intellectual Productions (40%)<\/em><\/strong><\/span><\/h3>\n

The emphasis in this course is on intellectual production, not intellectual consumption. For this reason, you are NOT being asked to demonstrate that you have internalized the work of other people, but that you have been able to engage with and make use of that work <\/em><\/span>in the production of intellectual work of your own<\/em><\/span>.<\/span><\/strong> Accordingly, each of the 10 course topics has an activity associated with it, which is specified at the end of each section. As with any academic course of studies, you are expected to cover ALL the course material, readings, etc. The reason why you should do this is to get the larger background of the course in relation to the specific IP topics you’ll be working on\/submitting for evaluation. Having a wider-angle view of what this “metatheory” course is about, and why it might matter will also help you make a better-informed choice of the topics you will focus on, which will add a heap of ‘value’ to your learning experience. Three IP’s are required and two are your choice.<\/strong><\/p>\n

Each of your individual intellectual productions (IPs) is worth 8% of your final grade.\u00a0 For all of the 10 activities described below, you read or otherwise engage with the assigned resources\u2014many of which involve non-traditional or multimedia forms. There is a task or challenge assigned for each topic. You choose 2 to work on, and 3 (first, second and last) are assigned. For each of these intellectual productions—only some of which call upon traditional academic literacies\u2014creative, experimental, and multi-modal work is encouraged. Whatever the form\/medium you use, and this can include interviews, games, videos, animations, etc., the work you submit should be thoughtfully designed with an eye to how the medium shapes the message. Please ensure your work is carefully copyedited\/debugged, and shows how you have both understood and also transformed the ideas and information in this course in your own individual IPs. Learning by making and doing means being a bit more experimental, creative and playful. That doesn’t mean it’s not hard or demanding–it is. Because these “intellectual productions” are asking you to do something you don’t actually yet know how to do, so these activities are about engagement and attention, not about getting things right (or “wrong”). The idea is that making theory of your own<\/em><\/span><\/strong> is a way to think about theories as things we make and change…and that’s what ‘metatheory’ is\u2014a way of thinking that knows what its doing.<\/p>\n

IP<\/strong>\u00a0<\/span>#1 is due Sept 16th, IP#2 is due Sept 30th and IP#10 is due Nov 25th.<\/span><\/strong> These are the required IPs. <\/span><\/span><\/strong>
\n<\/span><\/strong><\/h3>\n

Your other 2 IPs (your choice) may be submitted at any time up to\u00a0<\/sup>Dec 8th.\u00a0\u00a0<\/sup><\/span><\/strong><\/h3>\n

2. TikTok Theory: What happens to Theory when it is TIkTocked (10%). <\/span><\/em>Due Oct 28th.<\/strong><\/span><\/span><\/h3>\n

FIND THE PUBLIC TIKTOK FEED OF SOMEONE WHOSE IDEAS YOU<\/strong> THINK ARE IMPORTANT FOR EDUCATIONAL THEORIZING TODAY, who is actively using social media to air their views. What are they talking about? Who are they talking about? Who are they talking to? How and why does this re-mediation of public communication matter to education? What kind of theory\/theorizing does this medium invite, encourage or accommodate? <\/em>How does TikTok reshape educational theory (and what is<\/em> “educational theory” anyway?)?<\/p>\n

Look at TikTok and a text and see how theory is remediated by TikTok. (Just little notes).<\/p>\n

Working individually or in collaboration with one or more classmates, try your hand at this small internet research task aimed at finding out what \u201ctheory\u201d, and, specifically, \u201ceducational<\/em> theory\u201d looks like through the lens of a contemporary social network platform\u2014in this case, TikTok. In the hands of many recently famous and influential commentators and performers, TikTok has powerfully re-shaped contemporary politics. But what about the educational sphere? What are today\u2019s educationalists “TikTok’ing” about? What topics are folks who see themselves (or that YOU see) as having something to say about education putting out there on TikTok? Who are they following and who seems to be following them? How are they communicating\u2014especially compared with traditional academic scholarship in and on education? How and why does this TikTok’ing matter to education? In short, what does educational theory look like when it\u2019s been re-mediated TikTok?<\/strong> <\/em><\/span>(You\u2019ll need at several TikTok clips to carry out this activity.)<\/p>\n

Guidelines for the assignment: The assignment should be at least 1000 words, no longer than 1200. It should include screen captures or embedded recordings of your most important TikToks, integrated into your analysis. The idea here is that you are looking for how this medium impacts theory in action in the world,<\/em><\/strong><\/span> trying to work out how theory actually looks and acts once it gets out of its traditional forms and into the ‘real world’ of TikTok. What tools does TikTok give educational (or other) theory-making, and what tools does it dis-enable?\u00a0 See if you can find connections between theory and practice, and if they are not present in the TikTok feed of the person you chose, make a few connections yourself.\u00a0<\/em>And, if you really want to go deep, see if there is any change you can mark in the feed you chose when TikTok became more deeply embroiled in political and cultural life via its use and importance to the most recent (2024) presidential election.<\/p>\n

3. Final Project (35%): \u201cEdtechdev\u201d, a Digital Design and Development Project<\/em><\/strong><\/span><\/h3>\n

Individually, or in a small (no more than 4) group of your choice, the final project is to design, develop and produce a tool for your\/your team\u2019s own educational use,<\/strong><\/em><\/span> based squarely on your\/your team\u2019s own values, need and interests. This \u201ctool\u201d will be a digital resource created and developed using technologies that are available to you\u2014or that you can exploit\/develop over the course. It is understood that students\u2019 technology experiences, skills and access will vary a lot, however it is also expected that you will build new skills or advance those you have. As one component of your short project overview, you will be asked to report specifically on what new tech skill\/s you needed, and how you acquired them.<\/p>\n

It is also understood, and needs to be anticipated, that responsibilities will inevitably be uneven. Capabilities, access, experience, even software limitations\u2014these all contribute to the unequal division of labour. However, knowing that before you start, your team has to thoughtfully find\/design ways to balance the contributions of team members, so each can both stretch but also work from their strengths. And if someone wants to learn something they know nothing about (programming a game is one example), then they should be teamed up with the person who already knows the most about that, so they can actually learn to do, and not just watch. Try not to reproduce familiar workplace inequalities. This may involve compromise or modifications throughout.<\/p>\n

Project Guidelines:<\/strong> You are building an educational tool. It can be whatever you wish, there are NO restrictions on kind\/form\/medium\/subject matter. This is an intentionally open-ended assignment where you are being asked to harness your own\/groups’ purposes to your own abilities <\/strong><\/span>to produce something useful and that you can potentially REUSE. This is meant to be a skill-building assignment \u2014you are going to explore something new\/different and reflect on how the tool does that and how it is (or isn’t!) useful to you in your own educational practice. For projects too ambitious to be completed within the time frame of the course, development (and demonstration) to \u201cproof of concept\u201d stage is perfectly fine. This \u201ctool\u201d will be a digital resource<\/em> created and developed using technologies that are available to you\u2014or that you can exploit\/develop over the course. <\/em>It is imperative to clear your project ideas with the instructor\u00a0before beginning, at the latest by Sept. 30th\u00a0<\/em><\/strong><\/span><\/p>\n

If you want to do a team assignment, your job is to convince other folks to join up with you on your project! This is a self-directed, self-led final project, that you are going to first check-in with Jen about. If you are having trouble finding teammates and you really want to join a team – make sure you check in on that too, I will help get groups formed as needed.<\/p>\n

4. Group Project Proposal<\/strong> : 5%. <\/strong><\/em>Due Oct.14th<\/span><\/span><\/strong><\/span><\/h3>\n

\u00a0<\/strong>There are many models of project proposals to be found online, just look for one that does the job for your group project, and modify it as needed. Ask Jen if you need help on this. It’s important to submit your project proposal in time to get feedback and assistance early on. (This is NOT something you can leave until the last few weeks). You have just 6 (ish)weeks from here to your demo. Now you need to focus on that. If you\u2019d like to see a model of an A level Metatheory project proposal, click here<\/a> or here<\/a> (by kind permission of its authors)<\/p>\n

5. Synchronous Group Presentation\/Demonstration of Final Project (5%): <\/span><\/em>Week of December 1st TBA<\/span><\/span><\/h3>\n

The purpose of this meeting is for each group to present their final \u201cedtechdev\u201d digital tool development project. Each group has 10 minutes to present their work, and 5 minutes if it is a solo project. Further specific presentation guidelines will be provided well in advance.\u00a0 <\/span>As time zones are always a challenge to online learning, it is understood that some students may not be able to participate synchronously.\u00a0 Students who cannot attend in real-time will need to inform the instructor and an accommodation agreement will be arranged.<\/p>\n

6. Final Project Individual Reflection<\/span> (5%) <\/span><\/em>Due Dec. 8th<\/span><\/span>\u00a0<\/span><\/h3>\n

This is an individual, written (500 words) reflection on your group\u2019s digital artifact, and here are some parameters to use to compose your written assessment. You can add others:<\/p>\n

    \n
  1. Learning from experienced designs and designers<\/strong>: How well (and seriously!) did your team follow, engage with and actually address the work of the educational designs\/designers that you\u2019ve been introduced to? Did you use any other sources for advice, guidelines or design principles in your project, and if so, what?<\/em><\/li>\n
  2. Assets:<\/strong> What elements in the project\u2014images, informational content, animations, sound effects, sound cues, backgrounds, code strings\u2026etc.\u2014did you make yourself\/selves (i.e. not borrowed, stock images, etc.). What assets did you modify (and how did you modify them)? Who did what?<\/em><\/li>\n
  3. Up-skilling:<\/strong> What NEW skills\/abilities did your team gain or deepen through this project? Did you use an already familiar tool\/tools set to build your project? Who learned what? It is understood that students\u2019 technology experiences, skills and access will vary a lot; however it is also expected that everyone will build new skills or advance those they already have. That\u2019s why you are asked to report specifically on what new tech skill\/s your team needed, who took them on and why, and how they acquired them. Were there equal opportunities to learn? What did your team do about that?<\/em><\/li>\n
  4. Purpose:<\/strong> How well integrated were the purposes of your edtech tool with the form\/s you used? (e.g., platform\/s, images, progression, rules or guidelines, completion\/conclusion, interactivity, interface, characters\/avatars\/personae, etc.)?<\/em><\/li>\n
  5. Audience:<\/strong> What, specifically, did you implement or do to engage marginalized persons with your edtech tool? (Think about girls\/women, persons of colour, persons with different learning abilities, those who are indigenous, who identify as LGBTQ+, and those who speak languages other than English).<\/em><\/li>\n
  6. Aha!:<\/strong> What was your tool\u2019s most effective<\/strong> element\/moment\u2026.and would you share what you\u2019ve produced with your friends?<\/em><\/li>\n<\/ol>\n

    Every project has a theory…<\/b><\/em><\/p>\n

    As Neil Postman (1992:p 13) wrote: “embedded in every tool is an ideological bias, a predisposition to construct the world as one thing rather than another, to value one thing over another, to amplify one sense or skill or attitude more loudly than another”\u00a0<\/span><\/span><\/h6>\n

    Your individual project write-up should conclude with a\u00a0 <\/span>\u2018metatheory\u2019 section that reflects on your experience of theorizing about educational technology not by writing essays about it, but by making \u2018things\u2019\u2014your own edtechdev artifact.\u00a0<\/em><\/p>\n

    As we learned from Latour, even \u2018things\u2019 have \u2018theory\u2019.\u00a0 <\/span>Working backwards from \u2018thing\u2019 to \u2018theory\u2019, what theoretical perspectives, assumptions, or hypotheses underlie the tool you made? Feel free to draw on any of the terms, ideas, arguments etc. from the theories we\u2019ve been working with this term (e.g. new materialism, actor-network theory, media ecology, etc.).<\/em><\/p>\n

    An important note about scheduling and workflow: Unless you plan out your semester’s work carefully you are at risk of leaving others to do the bulk of the project work while you concentrate on individual assignments. IF THIS IS HAPPENING IN ANYONE’S GROUP, PLEASE ADVISE ME SOON ENOUGH TO INTERVENE. PLEASE SCHEDULE YOUR SEMESTER’S WORK SO THIS DOESN’T HAPPEN.<\/span><\/strong><\/b><\/span><\/p>\n

    Revising Assignments:<\/span><\/strong> If you choose to do so, you have a week from the date you received your feedback to revise and resubmit any assignment that did not receive a passing grade.<\/span> ALL coursework must be submitted by Dec. 8th. If you need an extension for any reason you simply need to get in touch with Sam.
    \n<\/strong><\/span><\/p>\n

    Statement on using AI generated material\u00a0<\/strong><\/h2>\n

    The introduction and growth of AI and GenAI tools represents a moment of both significant challenge and opportunity for education and learning.\u00a0 Working with and integrating the use of GenAI into your work can be productive and beneficial for learning and skill development, when it is done thoughtfully and with careful attention to ensure that the authoritative voice and ideas expressed in your work are still your own. The policy below is intending to strike a balance between the use of GenAI in coursework and maintaining the integrity of independent and collaborative academic work. If you are ever unsure about using GenAI in an assignment, do not hesitate to reach out and ask your instructor.\u00a0<\/span>\u00a0<\/span><\/p>\n

    First, as a rule, if generative artificial intelligence tools are employed by the student to complete any coursework, the generated material must be clearly and correctly indicated and cited\/referenced using APA referencing style for generative AI. In addition to this citational practice, you are asked to include<\/span>\u00a0one\u00a0<\/span><\/strong>further document consisting of two parts related to your AI use.<\/span>\u00a0<\/span><\/p>\n

    Part 1: A brief (i.e. 200~ word) AI \u201cArtist’s statement.\u201d A typical artist\u2019s statement tries to provide context and understanding for a given work and the process that has gone into its development. Applied to the use of GenAI in coursework, this statement should aim to do the following: explain your decision to use GenAI in your work, highlight your understanding of how GenAI has contributed to your work, comment on the process of working with GenAI, and identify the specific areas where GenAI has been integrated.<\/span>\u00a0<\/span><\/p>\n

    Part 2: An appendix that contains captured images (screenshots) of the prompts you have entered into the GenAI tool(s) and of the results that the tool(s) has produced. This appendix should include every prompt and response that you end up\u00a0<\/span>using\u00a0<\/span><\/strong>in your work. To capture a screen image on a windows OS, students can hit the windows key + \u2018print screen\u2019 (sometimes abbreviated to PrntScn). On Mac OS, students can hit the command key + shift + 3 to capture a screen image. This appendix should be organized so that it is legible (i.e. a given prompt is followed by the generated response from AI, in order).\u00a0<\/span>\u00a0<\/span><\/p>\n

    Some assignments include working with GenAI tools as part of the process, and in these cases, it is important to ensure that the above information is accounted for. For most assignments, the decision to use or not use GenAI tools will be up to you (or up to your group for collaborative work). If you do decide to use GenAI for an assignment, please make sure you include the necessary information outlined here in your submission.<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

    Summary of Required Assignments All coursework is to be submitted online. You should use your own website to compile your coursework, which can be taken down as soon as the assessment of your coursework has been completed at the end of term, if you wish. Please note: When submitting assignments you are encouraged by UBC […]<\/p>\n","protected":false},"author":56360,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/users\/56360"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":84,"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"predecessor-version":[{"id":451,"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/pages\/2\/revisions\/451"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/etec565b\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}