The UBC Master's Projects

Projects completed at the University of British Columbia


Master of Educational Technology degree

UBC Project A: Academic ePortfolio (a culminating graduation project)

(May to September, 2015)  

Academic ePortfolio

According to UBC Professors like Francis Feng, Ph.D., my “work is in a class of its own – outstanding,”

This is a culminating graduation project for the Master of Educational Technology degree that broke new ground in a number of ways, including attention to responsive design, an image-rich mega menu, multimedia content, and intuitive navigability. 


UBC Project B: Postsecondary E-learning Audit, Analysis, and Report

(June 1 to August 2, 2015)  

canadamap4Project A Data

  • Role: co-researcher/author 
  • Number of team members: 2
  • Course: ETEC 520 – Planning and Managing Learning Technologies in Higher Education
  • Logistical challenges: collaboration was complicated by time zone differences, with one team member being in Korea and the other in Canada 


For this project, I collaborated on 3 major papers with a colleague who is based halfway around the world in Canada. Despite this challenge, we were able to overcome it by using both Skype and Google Drive to successfully collaborate both synchronously and asynchronously.

We began with the creation of an e-learning readiness audit tool and agreed to use it for our assessment of the University of Ottawa’s current state of e-learning readiness. This resulted in Paper #1 in which our preliminary conclusion states that the uOttawa appears to be in a healthy state of e-learning readiness.

The second paper is a continuation of the preliminary audit and it provides in-depth analysis and a discussion of the implications that are suggested by uOttawa’s initiatives. We also conclude that the university’s strategic plan is well under way, probably somewhere between Stage 4 (Planning) and Stage 5 (Sustainability) in the five stages of e-learning integration in higher education (Bates, 2007).

The third and final paper of our series significantly expands the scope to a 22 page report that compares the current state of postsecondary e-learning initiatives in two Canadian provinces, Ontario and Alberta.


Bates, A. W. (2007). Strategic Planning for E-Learning in a Polytechnic. In M. Bullen & D. P. Janes (Eds.), Making the Transition to E-Learning: Strategies and Issue (pp. 47–65). Hershey, PA: Information Science Publishing. 

UBC Project C: Open Education Resource (OER) on Mobile Collaboration

(January 12 to February 15, 2015)

Project B Data

  • Role: web designer / collaborator
  • Number of team members: 5
  • Course: ETEC 565M – Mobile & Open Education
  • Logistical challenges: collaboration was complicated by time zone differences, with team members from all over the world: Eastern Canada, Mexico, Angola, and the cities of Seoul and Daegu in South Korea (as shown in the toggle).  

Map of five team members' widespread locations: (tap/click to open)



As part of my contribution to a major collaborative project (with partners located in Eastern Canada, Mexico, Angola, and South Korea), I developed a site to host our Open Educational Resource (OER) that focused on Mobile Collaboration. I was also responsible for integrating a “badge learning pathway” (Vogt, 2015) that motivated and informed students with a credit earning system. The URL for the fully responsive standalone site for the OER is

Collaborative Effort

It is important to point out that, although I was the team member who proposed the “Meet the Team” video (on the right), this effort would never have succeeded if it had not been for the amazing teammates who worked on it with me. Each team member recorded his/her own video clip and made sure that I received it so that all editing could be completed before deadline. Considering how we were from vastly divergent parts of the world, it was most gratifying to be able to pull this off. 

Three video tutorials that are designed to guide OER visitors and maximize their positive experience with the Mobile Collaboration resource.  

They provide essential information about using the Mobile Collaboration OER. 

Outcomes and Reflections

To be able to recall and apply prior knowledge from a previous course was a tremendously gratifying experience. This is what happened with the SECTIONS framework, as mentioned in the “Assessing the Apps” video (above). SECTIONS is a framework for selecting and using technology in education (Bates and Poole, 2003). Colleagues who visited the OER commented positively about our use of it and that, along with the fun they had with the credit earning badge system, made the entire project a huge success. 

Tap or click here to see the references for the above artifact and reflection.


Explore and experience the OER for yourself.

UBC Project D: Mobile Learning Forecasting Project

(February and March, 2015) 

Project D Data

  • Roles: researcher / facilitator / filmmaker
  • Number of team members: 1
  • Number of students involved: 18
  • Course: ETEC 565M – Mobile & Open Education


For this project, it was necessary to carefully consider the current coursework of our peers as we all were expected to familiarize ourselves with the latest mobile technologies and maintain an awareness on how they might be used in education. For our culminating project in the course, we were required to author and publish an original media property that presages a prospective future aspect or dimension of mobility – one that does not exist now, but could or should – that would have significant relevance. For reasons that are explained in the first video, I focused on the future use of augmented reality in higher education.  



Tap or click here to check the references for the above artifact and reflection.


UBC Project E: Digital Story about Memes and Internet Memes

MET Course: ETEC 565A – Learning Technologies Selection: Design and Application 


Although this was a master’s project at one of the world’s finest, most honourable academic communities, there were some valuable lessons learned that are very much part of reality in the often less than honourable online communities that exist today. There are a number of very intriguing stories behind the digital story project, as explained in the audio reflection (immediately below) and in the two other reflections in the toggles under the video.

Reflection #1: Here is the original reflection about the near destruction of "My Meme Story," as embedded from my UBC blog:
Reflection #2: This is a detailed description of how bogus copyright claims can be problematic for educators.


Tap or click here to check out the references for "My Meme Story."


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