Sie sind auf Seite 1von 12

Running Head: EPORTFOLIO PROPOSAL

1

ePortfolio Proposal:

Representation, Expression, Engagement

Camille Maydonik

36428084

ETEC 590 Graduating Project

Instructors: Dr. Franc Feng & Dr. Clifford Falk

University of British Columbia

June 5, 2011

EPORTFOLIO PROPOSAL

2

ePortfolio Proposal: Representation, Expression, Engagement

Purpose

The purpose of my ePortfolio (eP) is to create an online space to showcase my

learning in the University of British Columbia’s (UBC) Master of Educational

Technology (MET) program. My eP will be a capstone project, which will fulfill the

requirements for graduation from the MET program and competencies required by the

Teacher Qualification Service (TQS) in the province of British Columbia. Furthermore,

my eP will represent a variety of my original artifacts created during my time in the MET

program. These artifacts will be thoughtfully selected in order to present research

findings, demonstrate multimedia skills and to facilitate dialogue related to educational

technology.

Audience

The primary audience of my eP will be members of the UBC – MET community.

This includes two evaluating instructors, other instructors and colleagues in the MET

program and possibly future MET students. The secondary audience of my eP is my

professional peers from my teaching context.

Model and Structure

I have chosen to structure my eP around the instructional design model of

Universal Design for Learning (UDL). My interest in this area stems from studying UDL

for the past three years with my employer, the Calgary Board of Education (CBE).

Throughout the MET program, when presented with different assignments, I would

endeavor to integrate my study of UDL in order to best reflect on what I was learning in a

practical way that facilitated moving my teaching practice forward.

EPORTFOLIO PROPOSAL

3

UDL is one of the projects at the forefront of the CBE as we are focused on the

personalization of student learning. The UDL framework proposes that educators strive

for three kinds of flexibility: (a) representation, to represent information in multiple

formats and media, (b) action and expression, to provide multiple pathways for student

action and expression, and (c) engagement, to provide multiple ways to engage students’

interest and motivation (see Figure 1). Educators work towards flexibility by identifying

and removing barriers from their teaching methods and curriculum materials.

Implementing the three UDL principles with new media can help educators improve how

they set goals, personalize instruction, and assess student progress. (Rose & Meyer, 2002)

I realize that choosing UDL as a model and structure for my eP is perhaps not as

conventional as other metaphors. However, throughout my whole experience in the MET

program, UDL has influenced many of my choices in relation to assignments, discussions

and my own teaching practice as UDL is an expectation of the CBE. My eP will be

based on process, not product and will continue to evolve beyond completion of ETEC

590. I will be starting in a new role in the fall as a Learning Leader at a Middle School

where my main responsibility will be to model the personalization of learning in order to

move teacher practice forward. By structuring my eP around the three kinds of

flexibility: representation, action and expression, and engagement that UDL proposes, I

will not only be able demonstrate my progression throughout MET, I will be able to

demonstrate, through my artifacts, my now advanced knowledge of educational

technology methods within the context of UDL. My eP will be a tool and resource for

the teachers with whom I will be working to develop their UDL toolkit and move their

practice forward.

EPORTFOLIO PROPOSAL

4

EPORTFOLIO PROPOSAL 4 Figure 1. Universal Design for Learning Guidelines.

Figure 1. Universal Design for Learning Guidelines.

EPORTFOLIO PROPOSAL

5

Evidence and Artifacts

Artifacts will be selected based the UDL Guidelines of multiple means of

representation, action and expression, and engagement. Each artifact will be presented in

the context of the course in which it was created. By this I mean that I will provide a

short description and reflection of the course. The artifact will be described in detail: the

type of assignment (individual or group), the description of the assignment, team

members (if applicable) and tools used. Most importantly, the link between the artifact

and the UDL Guidelines will be clearly articulated. This synthesis of my artifacts should

prove to be very interesting as I expect that some artifacts, if not most will fall under

more than one of the UDL Guidelines. The reflection about these connections and

overlaps will be a notable component of my eP. Text artifacts will be embedded into the

eP and hyperlinks will link to other artifacts, such as wikis, projects and weblogs.

Artifacts to be Included

MET Core Courses

Selected Artifacts

ETEC 500

1. Final Assignment #1: Literature Review “SMART Board Technology and Universal Design for Learning”

2. Final Assignment #2: Research Proposal “Integrating SMART Board Technology into classroom practice with the principles of Universal Design for Learning”

ETEC 510

1. Education by Design: Collaborative Group Assignment “Conversation Globe Trekkers

2. Design Wiki: Universal Design for Learning

ETEC 511

1. Philosophy of Educational Technology

2. Scholarly Essay: Digital Citizenship

3. Economics of Educational

EPORTFOLIO PROPOSAL

6

 

Technology – DLG9 Group Assignment

ETEC 512

1. Learning Theories Concept Map

2. Social Approaches to Learning Symposium – Group Assignment

MET Elective Courses

Selected Artifacts

ETEC 530

1. Assignment #1: Literacy, Cooperative Learning and Constructivism

2. Assignment #2: Notebook File Creation for SMART Boards workshop

ETEC 531

1. Media Production: “Am I an Artist?

2. Media Production: “inNOvation

3. Media Production: “Global Culture

4. Cultural and New Media Studies ePortfolio

5. Digital Module

ETEC 532

1. Annotated Bibliography & Literature Review: “Use of Electronic Portfolios in Elementary and Middle School Settings to Enable Multiple Means of Representation of Student Work”

2. Visual Representation

ETEC 540

1. ETEC 540: Community Weblog (link to my entries)

2. Major Project: Typography

ETEC 565

1. ETEC 565 ePortfolio

2. Moodle Course: L’espace!

Tools

I will be using WordPress to create my eP. WordPress is web software you can

use to create a website or blog. I am familiar with this platform as I currently use it for

my blog, camilleteaches.com. Also, throughout MET, we have used the UBC Blogs

platform in several different courses which is built on the WordPress platform, so I am

EPORTFOLIO PROPOSAL

7

comfortable with this software. WordPress is very user friendly and will allow me to

showcase my artifacts keeping good web design in mind. I chose WordPress as well

because I want my eP to be able to be viewed on mobile devices. WordPress is not flash

based; so much of the content will be able to be displayed over many different devices

and browsers. In the coming days, I will be creating a new domain for the specific

purpose of this eP. I will use iMovie to create the guided tour and then I suspect I will

upload it to YouTube or my preference, Vimeo. Both can be embedded easily into

WordPress.

Procedure

Week

 

Task

Week 5 Instructor and peer review of proposals

W

Provide and receive written feedback on my proposal for the ePortfolio.

W

Review two of my colleague’s eP proposals and post to discussion forum.

Week 6 Constructing & compiling ePortfolio

W

Revise my proposal based on feedback from my peers and instructor.

W

Review chosen artifacts, create a template.

Week 7 Constructing & compiling ePortfolio

W

Start writing rationale for selection, inclusion and representation of each artifact.

W

Start working on my Guided Tour (storyboard)

Week 8 Constructing & compiling ePortfolio

W

Inform peer reviewer which three artifacts I would like to receive feedback on.

W

Choose one artifact to be reviewed by instructor and include assessment rubric.

W

Continue working on the Guided Tour.

Week 9

W

Receive notification of three artifacts to review.

Peer Review

EPORTFOLIO PROPOSAL

8

 

W

Read each one of the three artifacts and the reflective pieces that accompany them.

W

Provide feedback and post summary of my feedback in the “Peer Review 1” discussion forum.

Week 10 Constructing & compiling ePortfolio

W

Review the feedback that I have received in writing.

W

Review the purpose of the eP, the audience and organization.

W

Continue to work on my eP (uploading content, design, function)

W

Prepare the rationale and framework for the peer edit the following week.

W

Continue working on my Guided Tour.

Week 11

W

Review the rationale and framework of the selection, inclusion and representation process of my colleague’s eP.

Peer Review

W

Post a summary of my feedback in the “Peer Review II” discussion forum.

Week 12 Constructing & compiling ePortfolio

W

Discuss how my reflection is built into my ePortfolio.

W

Highlight ways in which I synthesize, imagine, conceptualize and design the presentation of my artifacts.

W

Discuss the multimedia that I am using and how each medium supports my overarching theme metaphor or question.

W

Complete my Guided Tour.

Week 13 Presenting, showcasing & Guided Tour Final Revisions, Final Feedback

W

Present my Guided Tour to the class.

W

Revisit, review and revise my eP in consideration of the comments I have received on the Guided Tour.

EPORTFOLIO PROPOSAL

9

Assessment Rubric

As mentioned earlier in this proposal, in the fall I will be starting in a new school

as a Learning Leader. In this leadership role, my goal is to mentor and model best

practice. Therefore, in addition to the competencies required by UBC and the TQS, I

would like my assessment rubric to reflect the elements of an eP that are considered to be

effective according to the CBE, my employer (see Figure 2). It is my hope that my eP

could be used as a model by other CBE teachers who wish to develop an eP.

as a model by other CBE teachers who wish to develop an eP. Figure 2. e-Portfolio

Figure 2. e-Portfolio Graphic, Calgary Board of Education. This figure illustrates the

effective elements of an eP according to the CBE.

EPORTFOLIO PROPOSAL

10

The following Assessment Rubric combines the effective elements of an eP

according to the CBE, and the competencies required by UBC and the TQS. Based on

the group discussions around assessment rubrics that we have had so far in ETEC 590

and given that my eP will be evaluated on a pass/fail basis, I have elected to create this

rubric on a pass/fail basis as well. Based on peer and instructor feedback, it may be

reviewed and altered over the coming weeks. Please note that my assessment rubric is

also available on the assessment rubric page of my ePortfolio.

EPORTFOLIO PROPOSAL

11

ELEMENT

 

Description

Acceptable

Excellent

Sub-category

 

COLLECT

o

The eP presents a variety of artifacts. (multimedia, writing, projects, experiences)

   

o

The eP is integrative, there is evidence of generation/application of ideas across artifacts.

   

Design

o

Page layout is organized.

   
 

o

Includes images and media.

   

o

Professional look.

   

CONNECT

o

The eP is educationally valuable by an audience of professional peers.

   

Guided Tour

o

Provides a way to review the artifacts with attention to learning theory and links made during construction of the eP.

   
 

o

Demonstrates the role and integration of technology in context.

   

REFLECT

o

The eP generates research findings and links theory and research to practice.

   

o

The eP is a demonstration of learning. (skills, abilities, areas of expertise, knowledge, tools)

   

Navigation

o

All links are active.

   
 

o

Connections are clear between artifacts.

   

o

Site is intuitive to navigate.

   

PUBLISH

o

The eP results in a concrete product that demonstrates linkages and applications.

   

Mechanics

o

There are no spelling, syntax, or grammatical errors.

   
 

o

APA style is followed throughout.

   

o

References are included.

   

ADDITIONAL

o

   

COMMENTS

EPORTFOLIO PROPOSAL

12

References*

CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA:

Author. Retrieved from

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age: Universal

design for learning. Alexandria, VA: Association for Supervision and Curriculum

Development (ASCD). Retrieved from

http://www.cast.org/teachingeverystudent/ideas/tes/

*Please note, these are just the references for this proposal. My final eP will include many references that have been integral to my learning in the MET program; they are too numerous to list here at this point of the project.