it’s all about learning

I am an educator who has taught adult learners from all over the world and now uses that experience to inform my current contract position as an instructional designer. 

With my innovative, synergistic, and goal-oriented approach to project management and leadership, students are afforded engaging educational environments and activities that enable maximal learning outcomes and professional development.

My research interests (based largely on early teaching experiences in special education) are focused on modern learning theories and technology-enabled approaches to lifelong and transformative learning in the 21st century.

I am an enthusiastic and informed advocate for the research-based integration of emerging instructional technologies with socio-constructivist principles in education, health care, the business community, and social mission organizations.

UBC Transcript (tap/click to open)

UBC Transcripts 

(include courses from both my MET degree and an English Grammar I course via distance education for my BEd)




Other Degrees and Certificates (tap/click to open)

Bachelor of Education (Hons)


Certificate in English Language Teaching to Adults



Workshops, Presentations, Projects, & Committees

Summary of Interactive Presentations, Demonstrations, and Workshops in Canada

Summary of Projects, Workshops, Presentations, and Committees in Korea

May 2015 to February 2017

Chair, Hanyang English Film Festival organizing committee – engaged both faculty and students in the advancement of 21st century literacies; delegated and coordinated responsibilities in a group of 20 volunteers on behalf of our department (of approximately 30 teachers and staff members) and the undergraduates of Hanyang University (approximately 24,500 students).

A detailed description of the most significant accomplishments for this project is posted on the Film Festival Project page on this website.

March 2015 to February 2017

Co-chair of BAE Blended Course Committee – to improve the learning experiences and outcomes of students who enrolled in our department’s first officially sanctioned hybrid English class, the committee regularly consulted and collaborated with administration, staff, and faculty to design and conduct surveys, collect and analyze data, and implement the recommended revisions and best practices that emerged from the committee’s ongoing reassessment/revision process.

May  2014 to March 2015

Co-leader of Basic Academic English Online Course Design Team – founded a course redesign team that embraced diverging educational backgrounds, philosophies, and pedagogies. This resulted in the redesign of an established EFL course that affords the broadest possible appeal for a very diverse faculty of instructors and body of learners.

Aside from forming a great partnership between two very different educators, one significant achievement in this project was our successful negotiation for the inclusion of more interactivity in the online component of the course. The university’s E-learning department had originally stipulated that there should be only one solitary professor appearing on camera and that he/she should deliver all the course content in the form of lectures and presentations. Bolstered by the research-based knowledge that came from the UBC MET Program, I objected to this and was able to persuade our team to use our pilot lesson to demonstrate a more interactive approach to the E-learning team. Fortunately, the E-learning department saw merit in this approach and my objection ultimately resulted in them withdrawing their original stipulation and requesting that we provide our more interactive approach in the entire course.

January 2013 to August 2015

Graduate Student at the University of British Columbia – the Master of Educational Technology Program was 100% online and I completed it while working in Korea. I participated in numerous group projects for various major assignments. The numerous synchronous and asynchronous collaborations with colleagues from all over the world were excellent opportunities to learn about different world views and intercultural perspectives.

In addition to using Skype or Google+ Hangouts for synchronous collaboration, I also made frequent use of video for many of our group discussion forums. This approach was considered by colleagues and professors to be innovative and, if videos were kept short, very effective. With Camtasia and creativity, I was often able to most efficiently make my points by “showing” rather than “telling.”

February 2012 to February 2017

Workshop Facilitator and Technology Mentor at Hanyang University – gave presentations, talks, and facilitated several workshops for technology related PD activities

Selected Details:


Bartanus, G. (2016). Report on the 2016 Hanyang English Film Festival. Departmental Talk to the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, June 17, 2016.

Bartanus, G., Choi, S. (2016). Informational Presentation and Workshop for Students Participating in the 2016 Hanyang University English Film Festival. Departmental Talk/Workshop to undergraduate students of Hanyang University, Seoul, Korea, April 5, 2016.

Bartanus, G., (2016). Presentation and Workshop on Plans for a Focus on Digital Literacy in the 2016 Hanyang English Film Festival. Departmental Talk/Workshop to the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, February 25, 2016.


Bartanus, G., Warren, J., (2015). Co-host (emcee) of 2015 Hanyang English Film Festival. Departmental Service for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, May 19, 2015.

Bartanus, G., Newton, M. (2015). Blended Basic Academic English (BAE) Course Workshop. Departmental Talk for instructors of the newly redesigned blended BAE course, College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, February 25, 2015.

Bartanus, G. (2015). Moderator for Live Broadcast of a Google Hangout on Mobile Collaboration. Professional Service to Open Educational Resource (OER), University of British Columbia, Vancouver, BC, February 7, 2015.


Bartanus, G., Newton, M. (2014). Blended Basic Academic English (BAE) Course Video Presentation and Workshop. Departmental Talk/Workshop for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, August 28, 2014.

Bartanus, G., Newton, M. (2014). Report on the Results of an Online Faculty Survey Regarding Expectations for the Blended Basic Academic English (BAE) Course Redesign Project. Departmental Talk for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, June 20, 2014.


Bartanus, G. (2013). Professional Academic English (PAE) Presentation Contest Web Pages. Continuing Professional (web design) Service in Hanyang CEEC Professors website, October 11, 2013, to present.

Bartanus, G. (2013). Hanyang English Film Festival Web Pages. Continuing Professional (web design) Service in Hanyang CEEC Professors website, October 2, 2013, to present.

Bartanus, G. (2013). Report on English Writing with Multimedia, a blended course using constructivist principles. Departmental Talk for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, August 29, 2013.


Bartanus, G. (2012). Workshop and Resource Website for Enhancing Students’ Learning Experiences with Free (or nearly free) Software. Departmental Talk/Service for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, April 14, 2012.

Bartanus, G. (2012). Using Google Drive with the Canvas Learning Management System to Support Colleagues and Students with Minimal Effort. Departmental Service for the Teaching with Technology Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, February 5 to February 22, 2012. 

Alternative Credentials

Examples of Staying Current with

Integrating Augmented Reality with Learning

Using AR in Higher Education

While teaching English as a Foreign Language (EFL) in South Korea, my learners and I discovered Google Translate:

Digital Story Telling

Below is an autobiographical digital story that outlines the evolution of 1) the internet meme and 2) my online experience since the earliest days of the World Wide Web.

The Making of "My Meme Story" (Copied from my UBC blog, this piece is long.)

The Making of “My Meme Story”

Before beginning production of my digital story, I had roughed out a storyboard with a few basic images and fairly good depictions of myself as a child. (The actual family photos are in storage in Canada.)  All the content was carefully screened for Creative Commons licensing according to our required readings (UBC Copyright Requirements and “fair dealing” information) and the advice given at Levine’s site. I then used my storyboard to see how it would work with a new storytelling site called plus some of the resources on Levine’s list.  Finally, after viewing several of the exemplar digital stories from previous ETEC565A classes and considering various criteria in the SECTIONS framework,  I decided to go forward in my project with Animoto.

In theory,  Animoto was a good choice for my digital story because it seemed to fit some of the most relevant criteria in the SECTIONS Framework for my English Writing with Multimedia class at Hanyang University. I had looked at several other digital stories that were made with this application and had been positively impressed with the crisp, colorful imagery, cool animation and  the excellent sound.  This, I thought, would fulfill the need for “Novelty” and also impress my “Students,” who are generally quite particular about the quality of any multimedia they encounter. Korean internet access, WiFi service, and smartphones are among the most powerful in the world and computer gaming—which demands high quality multimedia—is an extremely popular pastime here, so I thought that Animoto’s multimedia capabilities would be acceptable and perhaps even engaging to my students.

Furthermore, because most of my students have had little or no experience with video editing, I thought Animoto’s alleged “Ease of use and Reliability” would allow me to provide students with more effective and supportive scaffolding as they gradually learn how to edit video and sound into meaningful films. (At the time, I didn’t realize that the cost of its “ease of use” is its frustrating lack of creative control.)

I was also taken in by Animoto’s “Cost” advantage: all free accounts offer 30 seconds of video length, 300+ music tracks and “web quality” video resolution. Furthermore, the company offers instant “Animoto for Education” accounts that are good for a year and allow teachers to enroll classes and get a free upgrade to the “$5/month “Plus” Plan. (With this instant education upgrade, I was also thinking “Speed” was another key criterion that would be met.)

That was the theory.

In practice, Animoto turned out to be one of the most frustrating, time-wasting, and utterly useless pieces of “technology” that I have ever had the misfortune of attempting to use.  Finally, after 15 to 20 hours of working with it, I finally had to rescue myself from its clutches and change to something else.

I was able to salvage about 2 minutes of usable footage—but was required to pay $10 just to have the privilege of downloading it in high definition quality.  An example of the “web quality” media that comes with the Animoto Education package is embedded further down this page and, if you were to check it out, I am sure you would agree it does not comply with the principle stated by George Siemens that  “Media characteristics need to match with the requirements of the learning outcome” and  that no self-respecting audiophile (or video producer) would want to use it for long. Under such abysmal conditions, my Students’ expectations for reasonable multimedia quality could never be met.

So far as the “Speed” criterion is concerned, the only thing speedy about Animoto was the instant upgrade to the Animoto for Education package.  Everything that followed after that was incredibly slow—and it was not because of my location in Asia. As the clip below shows, Animoto itself admits to taking at least 30 seconds to generate a preview:

The “Cost” criterion also turned out to be misleading.  As the free “web quality” video below demonstrates, Animoto must still be fixated on the “web quality” standards that were common in the 1990s.  By today’s standards, this is nowhere near “web quality” and, with such nerve-grinding distortion of the audio (especially after the 30 second mark), it is certainly not useable in a university learning environment.

After seeing and hearing how unusable my “web quality” video was, I ended up on this Animoto page:


By the time I got to this point in my Animoto experience, I knew that the best thing I could do would be to download a reasonable quality (720p HD) version of my work, and then continue my project with proven software that would not waste any more of my time, Camtasia Studio by TechSmith.

Once I paid my $10 USD, downloaded the video, and imported it into Camtasia, I discovered that the hideous sound quality was the same as in the “free” Animoto video. Fortunately, I was able to locate and download an mp3 file of the same music and replace the Animoto garble-sounds with it. Following is a 20 second sound sample, selected from the same 10 second section of music in the Desoto Jones song, Don’t Fail Me.  The first 10 seconds are Animoto sound and the last 10 seconds are the mp3 file’s sound. Click here to download and compare.

The rest of the story-making process went reasonably well; however, because of the time lost on Animoto, I have not yet been able to produce the English subtitles that will be helpful to my ESL students. I was able to find an Animoto “Style” that provided clear and legible text and a clean (black) background that would afford easier reading for my students . However, the process of finding this was also time-consuming because Animoto’s style previews don’t provide enough information, thereby making it necessary to actually install a potential style, wait 30 or more seconds for the preview to load, and then wait an additional 3 to 4 minutes for the  constantly re-buffering preview (of a 2 minute segment) to give you a rough idea of how that 2 minute segment might look/sound in the final video.

For the subject matter of “My Meme Story,” it was necessary to make use of copyrighted materials from YouTube. Because this digital story is purely for educational purposes, I was able to do so under the provisions of the UBC’s Fair Dealing Requirements. However, I was surprised to see that the Animoto music selection was among the content for which I received a YouTube Copyright Notification (which I am disputing according to “fair dealing for educational purposes” provisions). I would have thought that a for-profit website that offers video making services would have proactively settled all potential copyright issues.  However, as the Animoto Helpdesk discloses, they do not do any such thing and only offer their customers some detailed advice on how to dispute such notifications, once again costing the user more precious time.

Years ago, I gave up on the notion of saving costs by using all that “free stuff” that floats around the internet and ends up on sites like Levine’s.  This project has only reinforced my conviction that most of those “free” online resources are little more than slickly packaged enticements for purchasing upgrades to “plus,” “pro” or “premium” versions that, even after the upgrade, often continue to stifle a user’s creativity (as I discovered with Animoto) and end up costing dearly in terms of both money and, even more significantly, that most precious entity known as time.



Print/Online Sources:

Bates A. W. & Poole, G. (2003). A framework for selecting and using technology. In A.W. Bates & G. Poole, Effective teaching with technology in higher education (pp. 75-108). San Francisco: Jossey-Bass. 4.

Boyes, J., Dowie, S., & Rumzan, I. (2005). Using the SECTIONS framework to evaluate flash media. Innovate Journal of Online Education, 2(1). Retrieved from

Don’t Fail Me by Desoto Jones. (n.d.). Download DON’T FAIL ME by DESOTO JONES. Retrieved March 25, 2014, from

Guidelines & Requirements. (n.d.). Copyright at UBC. Retrieved March 25, 2014, from

Levine, A. (n.d.). home. 50+Ways –. Retrieved March 18, 2014, from

Siemens, G. (2003). Evaluating media characteristics: Using multimedia to achieve learning outcomes. Elearnspace. Retrieved from

YouTube and Facebook Copyright Notifications : Animoto Helpdesk. (n.d.). Animoto Helpdesk. Retrieved March 25, 2014, from

 YouTube Sources:

50 Web 2.0 Ways to Tell a Story. (2011). Retrieved from

An anthropological introduction to YouTube. (2008). Retrieved from

Baby Gangnam Style (Official Video). (2012). Retrieved from

Eminem – Love the Way You Lie ft Rihanna Parody: Key of Awesome #27. (2010). Retrieved from

Eminem – Love The Way You Lie ft. Rihanna. (2010). Retrieved from

Eminem – Love The Way You Lie ft. Rihanna Parody – Used To Be a Guy. (2010). Retrieved from

Just for Hits – Richard Dawkins. (2013). Retrieved from

Mitt Romney Style (Gangnam Style Parody). (2012). Retrieved from

Numa Numa. (2006). Retrieved from

Numa numa dance and song by Osama Bin laden. (2012). Retrieved from

O-Zone – Dragostea Din Tei (Ultra Music). (2007). Retrieved from

PSY – GANGNAM STYLE (강남스타일) M/V. (2012). Retrieved from

PSY싸이 – GANGNAM STYLE (강남스타일) Waveya 웨이브야 Korean dance team. (2012). Retrieved from

Spongebob Numa Numa. (2008). Retrieved from

Sundance – How & Why to Use YouTube Casey Neistat. (2014). Retrieved from

The Machine is Us/ing Us (Final Version). (2007). Retrieved from

유세윤 (Yoo Se Yoon) – 까똑 (KKA TTOK) MV. (2013). Retrieved from





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




Tweets and Re-tweets

On Twitter, most of my content is curated retweets from thought leaders and influencers in Educational Technology; however, I do tweet my own content as time permits: