While the categories of Designing, Implementing, and Analyzing all essentially merge together, I wanted to make a space in my ePortfolio for creative projects, and also projects that pushed me to think outside of the box - whether in my delivery method, or in my project concepts. 

It is challenging as an Instructional Designer to be innovative while also adhering to policy,  user needs, as well as proven successful methods of instruction. However, it is important to challenge our ideas in order to become better educators.

So while the projects displayed in this section still involved research and consideration for learning success, they are projects that challenged my way of thinking and executing ideas. 

Artifacts include:

• Websites
• Videos
• Course Learning Tools
• Course LMS
• Blendspace courses
• Academic papers

Reflecting on Mobile Education, Wearable Tech, and Forecasting the future!
This was, by far, the most memorable group project of my MET journey! When I first started the MET program, I was nervous and hesitant toward group projects, because I believed that distance communication can be challenging. However, group projects quickly became one of my favourite parts of MET, and when given the opportunity to either work alone or in a group, I generally selected a group. Throughout MET I have learned how to coordinate with people internationally through tools such as Google Hangouts, Google Documents, and website sites such as Wordpress, Google Sites, Weebly, Wix, and more!

The Recon project was created by four of us, with our locations being Vancouver, Calgary, Taiwan, and Hong Kong! 

Reflecting on the potential for M-Learning in Rural Indigenous Communities
I wrote this paper while in the course Indigeneity, Technology, and Education (ETEC 521). This was one of the most important classes I took during my MET journey, as it really opened my eyes to the injustice that Indigenous people face in obtaining an education in Canada while also maintaining a connection to their land and cultures. 

I thought that it was important that I included this paper under the designing section of my ePortfolio because while it could easily fit under the other two categories, particularly analyzing. However, design is not always visual, design can be anything innovative, including learning solutions. Designs can be in many varying mediums, including the written word. 

Reflecting on the use of Podcasts for Learning
My team and I completed this project in the class Design of Technology-Supported Learning Environments (ETEC 510). This project spanned over 2/3 of ETEC 510, and I had the pleasure of working with my MET colleagues Katie Cox and Lynn Hickey to complete a proposal, a design project, and a curriculum guide.

ETEC 510 focused on the implementation of learning technologies. Additionally, we spent time discussing assessment techniques, design spaces, instructional strategies, etc. This was one of my last three courses in the MET program. 

For this project we were required to propose and create a technology supported learning environment. We chose to focus on podcasting in corporate learning because of the affordances podcasting offers for learning on the go, as well as the affordances for active engagement and empowerment they offer which is important in adult learning (Goolnik, 2002, p. 12). 

Click the link to explore our learning hub: ​​podcasts4learning.wixsite.com/podcasts

Reflecting on Gifs changing communication and the place they could have in Education
This is one my my favourite projects that I completed in MET, because of the freedom I had to explore any facet of mobility that I felt was interesting. This project was completed in ETEC 565M, Mobile & Open Education and the requirements were as follows:
Individual students will author and publish an original media-based critical analysis of an emerging facet of mobility that is of special interest to the student. The subject may be a technology, application, cultural phenomenon, social trend, educational program or learning product. One focus of the analysis will concern educational potential, or lack thereof. (ETEC 565M project description, 2017). 

I focused my project on the digital looping images we know as gifs, and I created a video and website for my project deliverables. 

I find social media fascinating, and anyone that is a social media user will know of the prevalence gifs have had in our day-to-day digital interactions over the last two years - particularly since gifs are now readily available in mobile format thanks to applications like imessage and Giphy, as well as software like IOS 11. 

This project was very different from other course designs I have completed throughout MET. I worked with two other students to complete this project in the course Applications of Learning Theories to Instruction (ETEC 512). This course primarily focused on researching and implementing learning theories. This course helped me learn to better identify teaching strategies within learning environments and the benefits and downfalls of these various techniques.

The purpose of this project was to work as a team to teach a learning theory to our class. We chose to use Blendspace to create our project. You can click on the link below to view our project and also to check out the Blendspace resource: 

https://www.tes.com/lessons/SXD9ukZK43YmDA/information-processing-etec-512

Reflecting on Digital Stories and LMS course development
This was one of the final projects I completed in MET. This project was created in the class Learning Technologies: Selection, Design and Application (ETEC 565A). 

The video below is part of a larger project that my partner, Joyce Kim, completed together. This digital story is part of a online course that we worked to develop in Moodle (LMS) titled: Introduction to Academic Research and Writing. 

Click "Read More" to view a PDF document of the reference list for this Designing page