ISA CHAN
Critically Acclaimed After Effects 作品集
Territorial Acknowledgement
土地確認書
I acknowledge that I am on the lands of traditional, ancestral, and unceded territory of xʷməθkʷəy̓əm (Musqueam), (Sḵwx̱wú7mesh) Squamish, and (Stó:lō and Səl̓ílwətaʔ) Tsleil- Waututh nations. I am honored to study at UBC where is situated on a place of learning for its original inhabitants. This acknowledgement credits the heritage of First Peoples of Canada, and I shall commit to serving as an educator with the core value of Truth and Reconciliation and decolonizing the journey we all share together. I am grateful to have the opportunity to work, live, and learn on this land.
我承認我在 xwməθkwəy̓əm （Musqueam）、（Sḵwx̱wú7mesh） Squamish 和 （Stó：lō 和 Səl̓ílwətaʔ） Tsleil-Waututh 民族的傳統、祖先和未割讓領土的土地上。我很榮幸能在UBC學習，那裡是原住民的學習場所。這一承認歸功於加拿大原住民的遺產，我將致力於作為一名教育工作者，以真相與和解和非殖民化之旅的核心價值觀服務，我們所有人共同分享。我很感激有機會在這片土地上工作、生活和學習。
PURPOSE 目的
My objectives to creating an ePortfolio at the end of MET journey are threefold. The primary objective is to persuade educators in my homeland and western countries that education is now married to technology and to call for a change. The second objective is to ignite my fire to pursue “sustained learning” (Yancey, 2007) of educational technologies in educational practices. The last objective is to substantiate my scholarly work with longevity for impending career development.
我在 MET 旅程結束時創建 ePortfolio 的目標有三個。主要目標是說服我的祖國和西方國家的教育工作者，教育現在已經與技術結合在一起，並呼籲改變。第二個目標是點燃我的火，在教育實踐中追求教育技術的“持續學習”（Yancey，2007）。最後一個目標是為即將到來的職業發展長期證實我的學術工作。
AUDIENCE 觀眾
Outstanding Quality 卓越品質
This e-Portfolio is targeted to be viewed by future employers and educators who are passionate about framing their pedagogies with the use of educational technologies and enhancing students’ learning experiences. The secondary batch of audience is UBC companions whom I crave a share the joy with throughout a two-year professional training. Brandes and Boskic (2008) assert that ePortfolios are platforms where creators voice their stories with tactful connections among different sets of knowledge.
這個電子檔案袋的目標是供未來的僱主和教育工作者觀看，他們熱衷於使用教育技術來構建他們的教學法，並增強學生的學習體驗。第二批觀眾是UBC的同伴，我渴望在兩年的專業培訓中與他們分享喜悅。Brandes和Boskic（2008）斷言，ePortfolios是創作者通過不同知識集之間的巧妙聯繫來表達他們的故事的平臺。
My intentionality is to speak aloud with designed artifacts to aspire employers and educators with my enthusiasm and potentiality to enhance students’ learning experience with the pursuit of educational technological in the educational practices, eliciting that they are the ultimate beneficiary.
我的意圖是用精心設計的工件大聲說話，以我的熱情和潛力來吸引僱主和教育工作者，在教育實踐中追求教育技術，提升學生的學習體驗，使他們成為最終的受益者。
My intention is to adopt Fink's Taxonomy of Significant Learning Model (2003) as the framework of this ePortfolio. Fink’s model includes six types of significant learnings, including Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn.
我打算採用芬克的《重要學習模型分類法》（2003）作為這個電子檔案袋的框架。芬克的模型包括六種類型的重要學習，包括應用、整合、人性化、關懷和學習如何學習。
I crave significant learning as an intersection of the six types. Cognitive links among human dimension, caring, and learning how to learn are the centralized ideas this ePortfolio accentuates.
我渴望將重要的學習作為六種類型的交集。人類維度，關懷和學習如何學習之間的認知聯繫是該ePortfolio強調的中心思想。
For visual representations, I envision that a filming activity would serve as a metaphor as a camera assimilates technology with designated media, filming styles assimilate content, and produced films assimilate knowledge transfer to audience. Audience should then be any individuals and educators in my homeland and western countries, learning how to learn.
對於視覺表現，我設想拍攝活動可以作為一種隱喻，因為相機將技術與指定的媒體同化，拍攝風格同化內容，而製作的電影則吸收了對觀眾的知識轉移。聽眾應該是我的祖國和西方國家的任何個人和教育工作者，學習如何學習。