Category Archives: Radius

ETEC 512, Radius

ETEC512 Artifact

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Lesson Plan Critique

I selected the, “Lesson Plan Critique Assignment“, as an artifact for this course. I was a bit hesitant to use another written assignment as an artifact, however, this assignment is one that is best able to demonstrate the application of a variety of theories used for learning and teaching.

Public Domain from Wikipedia

I selected to do my critique on the Komagata Maru Incident Lesson Plans which are on the Komagata Maru: Continuing the Journey website.  I am familiar with the incident, as it is a part of my family history. And as a person of South Asian decent, I know the lasting impact of exclusionary policies and attitudes which the lesson plans are addressing. I understand the value in transmitting that knowledge. In relation to the web metaphor, this prior knowledge framed the core knowledge I gained about the various learning theories. For the critique assignment I focused on the following theoretical approaches:

  • Information Processing
  • Piaget’s Cognitive Development Theory
  • Vygotsky’s Cognitive Development Theory

ETEC 500, Radius

ETEC500 Artifact

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Group Research Proposal

For the ETEC 500: Research Methodologies in Education course I selected the group research proposal assignment as the artifact for the ETEC590 capstone project. The group research proposal fits the online course description to a tee, in that the focus is on “developing skills for locating, understanding, interpreting, critiquing and designing education research. (UBC) “

The project was a collaborative effort involving two other classmates, with different background experiences and knowledge. Their backgrounds are in teaching, while mine is in educational technologies.  I was nearing the end of the MET program, and one collaborator was just starting out when our paths crossed. In this aspect, the project fits into the web metaphor, as this “intersection” gave us the opportunity to content, share knowledge, and viewpoints, learn about research methodologies and constructively create a research proposal.

ETEC500 Research Proposal by parm27 on Scribd

References

UBC. (n.d.). ETEC 500: Research Methodologies in Education (core course). Retrieved from: http://met.ubc.ca/etec-500/

ETEC 510, Radius

ETEC 510 Artifact

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PowToon

For the ETEC510: The Design of Technology-Supported Learning Environments course artifact I had intended on showing the Stop Motion artifact, but I realized that I had already posted a reflection about it several months ago. The other major project for this course was a group project where we created an E-portfolio Learning Commons website, which would be a nice artifact to showcase as well. Obviously, I was really excited about the projects for that course. I decided to use a PowToon video I made about game-based learning. I selected this because this artifact touched many topics, from producing educational content, applying learning theory and technology design.

Previous to taking the MET program, I did not perceive game-based learning as a solid teaching strategy. While, I believed it was engaging for students, but I did not think it was particulary useful for learning. Through this project I learned about how game-based learning can be both engaging and effective. I realized how well established the practice is and how it can be effective for teaching.

ETEC 511, Radius

ETEC 511 Artifact

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Research Paper

Image by Christopher P. Michel from Wikipedia (CC BY 2.0)

In the ETEC511: Foundations of Educational Technology we explored the history of educational technology. This course helped me to make the connection with historical ways of thinking and historical use of educational technologies, such as the lecture or the pencil and current practises.

For the ETEC511: Foundations of Educational Technology course artifact I selected my research paper titled, “The Lecture: Is it Dead, or Dying, or Here to Stay?“, as an artifact. In this course we defined and explored what educational technologies actually are. Prior to this course, I did not think of things like, pencils, chalkboards, slates or the lecture as educational technologies. By the end of the course I learned a great deal about the history of educational technologies, and the ways advances in educational technologies have been made by “standing on the shoulders of giants”. In combination with ETEC 512, I was able to  understand the relationship between learning theories and the educational technologies within a historical context as well as with current practices.