Beruflich Dokumente
Kultur Dokumente
Ed Pawliw
Working Metaphor Title: Canoe Tripping: A Reflective Trip through the MET Program
Eportfolio Proposal 2
The ePortfolio is positioned as a personal reflective exercise. The extended audience includes ETEC590 course instructor(s)
Increase knowledge of the process and principles of generating an ePortfolio, why they are used, how to construct them, and
their evaluation.
As reflection and synthesis of MET courses for reference while creating online courses in my professional context.
The following goals for undertaking the MET program were edited from my initial goal statement at the outset of the MET
program:
Goal 1: Learner focus: As a teacher of applied technology courses, to be able to relate digital technology at a level that learners
Goal 2: Personal focus: Explore and implement educational technology and pedagogy that is proficient, pertinent, and current
Goal 3: Professional focus: Acquire knowledge, skills and attitudes necessary to create a complete Robotics program with all
necessary resource material hosted in a digital space. This is intended to extend the offering to learners outside my teaching
context. As well, provide a package that inexperienced Robotics teachers can use as synchronous and asynchronous
Samples of MET artifacts proposed to reflect on how the program of studies relate to initial personal goals:
ETEC500: Group Research Proposal: A Quantitative Investigation into the Effects of Tablet Interventions on Elementary
School Students’ Math Fact Retention and Recall. Goals 2 and 3 are supported by gaining insight into the proposal process for
future academic papers and course construction outside the MET sphere.
ETEC511: Current and Emerging Embedded Technology in a High School Technical/Engineering Classroom Context. This
academic paper provided the means for producing a grounding for the goals 2 and 3. The depth required by this project
ETEC511: Johnsonville Junior High School: A Case study in Digital Game-Based learning. This project supports goals 1, 2,
and 3. This website simulated a case study exploring the use of technology familiar to students to engage and deliver curricular
content, and how it is implemented and perceived from a learner and teacher perspective.
ETEC510: Engaging ELLs with AppSheet was a group project exploring a digital application. Goal 1 and 2 are supported
through the use of technology to engage ELL students, paralleling demographics of my teaching assignment.
ETEC565A: Developing a three credit course within the edX Edge LMS (Learning Management System) environment. Goals
1, 2, and 3 are supported through exploring various LMSs and developing curricular content in one I am not familiar with.
ETEC530: Constructivist lesson plan, Interfacing Sensors with Microcontrollers. Supports goals 1, 2, and 3. Developing a
lesson plan paralleling constructivism to support the learners’ process of building their own knowledge base.
Eportfolio Proposal 4
Key concepts, theories, and references that will be referenced will include the following:
Concepts that provided grounding for MET courses and carrying forward:
J. Piaget: Constructivism
S. Papert: Constructionism
A sampling of references from the MET program that were considered personally relevant include the following authors and
their works:
Anderson, T., Bates, T., Bolter, J. D., Davis, F. D., Herring, M. C., Mishra, P., Koehler, M. J., Petrina, S., and Feng, F.
A canoe tripping metaphor will guide the eportfolio. Canoe trips consist of a series of discrete journeys. Skills, knowledge, and
insight from each journey provide a growing baseline for further trips. Each trip provides an experience that is situated with its own
unique challenges, risks, and rewards that become apparent as the whole unfolds and leads to the culmination of the journey. This
consummation becomes a new starting point for anticipating, selecting, and planning the next journey. This parallels a philosophy of
Eportfolio Proposal 5
lifelong learning and in particular progress through the MET program. Each course is its own discrete journey, contributing to and
building on pedagogy that creates new baselines for further explorations and resultant discoveries following.
The eportfolio platform chosen is Google Sites. There are a number of affordances and challenges with respect to this choice:
My school district is transitioning to the Google suite of applications of which Sites is a component.
This will be the first time I have used Google Sites, the experience will provide insight into construction and implementation
of the platform.
The recent rollout of Google Sites provides many more tools than the classic version. It is approaching the sophistication of
This platform is more limiting than others as far as layout, templates, and add-in applications which will challenge building in
individuality.
A detailed timeline follows in Table 2. An overview timeline for completion will be as follows:
Draft ePortfolio for 1st peer and instructor review Oct. 28.
Eportfolio Proposal 6
Draft ePortfolio for 2nd peer and instructor review Nov. 11.
The significance and learning outcomes of the ePortfolio project are covered in three general themes:
Learn how to create an effective eportfolio that can then be used in the classroom to enable learners to produce course based
ePortfolio.
Better manage the eportfolio creation process in a classroom context in order to mentor students as they reflect on their
educational experience.
Create an eportfolio in ETEC590 as a personal reflective, synthesizing experience. This will guide future explorations and be a
The proposed assessment rubric as noted in Table 1 will be an accounting of the ePortfolio measured against the criteria set in
the course syllabus for their presence and the degree to which they meet the stated objectives.
Eportfolio Proposal 7
References
Anderson, T., desLibris - Books, & DOAB: Directory of Open Access Books. (2008). The theory and practice of online learning (2nd
Bates, T., eCampus Ontario Open Textbook Library, Open Textbook Catalog, BC Open Textbooks, & BCcampus Open Textbooks.
Bolter, J. D., & Taylor & Francis eBooks A-Z. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed.).
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly,
Herring, M. C., Mishra, P., Koehler, M. J., & Taylor & Francis eBooks A-Z. (2016). Handbook of technological pedagogical content
knowledge (TPACK) for educators (Second ed.). New York, NY: Routledge.
Eportfolio Proposal 8
Petrina, S. (2012). e-Learning and Educational Technology with SOUL (Slow Online & Ubiquitous Learning).
http://blogs.ubc.ca/etec/files/2012/03/SOUL.pdf
Petrina, S., & Feng, S. (2016). ETEC511. Foundations of Educational Technology, Version 3.0, Course Introduction and SOUL.
Tables
Table 1
Goals: Professional goals One or two goals Three educational and Three educational and
Three educational and not stated missing or incomplete professional goals professional goals stated
professional goals stated stated and complete with anecdotal
explanations
Artifacts: Missing two or Missing one of All elements present All artifacts correlated ,
3 goal linked artifacts with at more of artifacts, artifacts, rationale, or rationalized, and paper
least one theoretical to rationale, or theoretical to practical publication ready present
practical application, artifact theoretical to application
rationale stated, if applicable practical
paper publication ready application
Personal documentation: One or more of the Elements are present All elements present Elements are present and
Updated CV/resume, elements are but one or more are and complete complete with anecdotes
statement of philosophy, missing incomplete
personal reflection, next steps,
and personally relevant
annotated publication
Eportfolio Proposal 10
Video overview of portfolio: Video overview of Video overview of Video overview of Video overview of
portfolio missing portfolio present but portfolio present and portfolio present and
incomplete complete complete and provides a
concise presentation of
portfolio
Eportfolio components: Two or more One element missing or All elements present All elements present and
Introduction highlighting the elements missing incomplete correlated
contents with, table of or incomplete
contents, title, reflective
relevance, introduction,
content description, MET
undertaking rationale
Assessment rubric: Assessment rubric Assessment rubric Assessment rubric Assessment rubric
missing incomplete or missing complete with all key complete with all key
evaluation of key objectives evaluated objectives evaluated with
objectives pertinent descriptors
Table 2