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ETEC 590 ePortfolio Proposal Jennifer Stieda University of British Columbia

ETEC 590 ePORTFOLIO PROPOSAL ETEC 590 ePortfolio Proposal Purpose of the ePortfolio The MET ePortfolio (eP) affords me an opportunity to reflect on the learning I have experienced throughout the program. I will be able to solidify the connections between theory and practice, ultimately coordinating the myriad ideas and concepts I have come across during

my formal debut into educational technology (Barrett, 2007; Moon, 2006). I am looking forward to deepening my understanding of all I have learned in the MET program. I envision using this reflection to help me determine the shape of my future learning as well (Greaves & Gupta, 2003; Loughran, 2002). I am hoping to maintain the eP after completing the MET program with new reflections and artifacts as my learning deepens still further and develops over time (Zhang, Olfman & Racthem, 2007). Finally, my eP will fulfill the requirements for ETEC 590 and the TQS capstone research experience (UBC OGPR, 2004). Intended Audience My eP will be developed for anyone who is interested in educational technology. This may include present and future MET students, my evaluating professors, practicing educators, and anyone contemplating a career involving educational technology. I hope I may be able to inspire someone to step out of their usual habits to consider educational technology and constructivist theory as viable learning alternatives to the status quo. Objectives & Expected Outcomes 1. To demonstrate the depth of learning achieved through the integration of ideas and concepts encountered during the MET program and how this impacts my educational practice


2. To demonstrate my understanding of the links between theory and practice in educational technology and constructivism 3. To refine my personal learning philosophy and theory 4. To review my current educational practice in light of what I have learned and propose stretch goals for future learning 5. To participate in reciprocal feedback with my peers to develop and refine our ePs while gaining a better understanding of the value of ePs and their role in enriching the educational experience To fulfill TQS and MET 590 requirements Evidence of Learning The most important evidence of my learning will be found in my reflections on my MET program where I will endeavor to link my chosen artifacts to the practical application of knowledge (Dubinsky, 2003; Greaves & Gupta, 2003; Moon, 2006; Zhang, S. X., Olfman, L., & Ractham, P., 2007). These reflections will be posted as a blog. I will include a variety of artifacts in my eP that will demonstrate my learning and its development over time as well as my skill and experience with a variety of digital tools. I will include the following artifacts: Table 1 Artifacts included in the ePortfolio Course ETEC 500 Research Methodologies ETEC 510 Design of TechSupported Learning Artifact/Rationale Research Proposal & Literature Review These artifacts show my understanding of how to conduct research, prepare a literature review and critique research. Collaboratively built Moodle site With this course, it is clear how much common ground there is between the quality improvement work I do every day and

ETEC 590 ePORTFOLIO PROPOSAL Environments ETEC 511 Foundations of Educational Technology

512 Applications of Learning Theories to Instruction

530 Constructivist Strategies for eLearning ETEC 540 Text Technologies: The Changing Spaces of Reading & Writing ETEC 565 Learning Technologies: Selection, Design and Application EPSE 410 Assistive Technology for Special Education EDPY 430 Adapting & Modifying Programs for Special Education

constructivism learning theory I learned in the MET program. Collaboratively built website Ethics & Jurisprudence of Educational Technology I chose this artifact because it was one of the first assignments I had in the MET program. It was a challenge for me to launch into an unfamiliar learning environment and build something with people I didnt know on a topic I knew next to nothing about in the first 2 weeks of being in the MET program. History of ET (essay) This artifact represented a search for meaning behind educational technology. It is difficult to understand where we are going if we do not understand where we have come from. Concept Map of Learning Theories Again, a new experience. I had not used cMap software before and I was interested to learn the theory behind concept maps. In the past, I had not found them particularly useful, but this one reflects my learning well. Essay: Social Constructivism in Practice This essay demonstrates my understanding of social constructivism and how much it evolved from the introduction in ETEC 512 Concept Map: Multiliteracies for the Marginalized This project allowed me to put together many ideas I had learned in MET. It also took my out of my comfort zone in terms of assignment format. Digital Story (Cartoon) Im hoping to show how this cartoon morphed into a learning module at work. It may be a challenge to find a place for people to view the module, however. Scenario Implementation Another demonstration of application of learning to educational practice. Critique of the Kaufman Test of Educational Achievement 2nd Ed. A critique of a well-respected achievement test.

ETEC 590 ePORTFOLIO PROPOSAL Procedure/Timeline for Completion Table 2 Procedure and Timeline for ePortfolio Completion Week 5 Activities peer reviews of proposals & rubrics consider feeback from peers & revise as necessary provide feedback to peers choose eP site/platform (from Wix, Weebly or Wordpress) select/build relevant images plan website navigation, look & feel begin reflections choose artifacts eP Proposal peer reviews build content continue reflections continue reflections build content eP peer reviews revise eP considering feedback continue reflections continue reflections prepare & post guided tour build content eP peer reviews revise eP considering feedback continue reflections review & revise content, check links continue reflections make final tweaks to eP post final summative reflection on eP process submit eP

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ETEC 590 ePORTFOLIO PROPOSAL The Metaphor In the early 19th century, it was common for wealthy young British girls to make their debut into society during a season in London. This expensive endeavor required a sponsor to guide the debutante through a flurry of engagements bound by strict social norms. This often involved a steep learning curve for the neophyte. A London season was a highly anticipated event and presented the enchanting vision of attending endless parties, trying out the latest fashions, meeting new and interesting people and

feeling the excitement of a new adventure. Underlying all of this, however, was the stress of the true purpose of the season namely to find a suitable marriage partner. I lived this experience vicariously through my season in the MET program. My peers and professors provided much needed guidance through the sometimes daunting experiences offered in the courses. The strict social norms of London society are paralleled in APA format; a skill I had to hone over time. The novel idea of taking masters degree entirely online was extremely interesting to me since I was interested in a career in online instructional design. I looked forward to experiencing the work of seasoned instructional designers, trying out the latest technology and meeting new like-minded people. Always in the background, though, was the tension hovering around the ultimate purpose for undertaking graduate work; to find a better job. Fortunately, I found my Mr. Darcy in the shape of a job in healthcare as a Quality Improvement Consultant. I am thrilled to be putting my knowledge of educational technology and constructivism to use in a way I would never have predicted when I first entered the MET program.

ETEC 590 ePORTFOLIO PROPOSAL This metaphor has personal significance for me as I am an avid historical fiction fan. In particular, I love Jane Austens novels. A few months prior to beginning the MET program, I

discovered Georgette Heyer, an author who wrote about 50 historical romance novels set mostly in Jane Austens regency period. I set a goal to read them all. I now have only six left on my list still to read. The regency period theme was always close to the surface as I grew from wallflower to competent cotillion partner at the MET ball. It has been a truly unforgettable season!

ETEC 590 ePORTFOLIO PROPOSAL Assessment Rubric Criteria Demonstrates an understanding of theory and research in educational technology, and links them to educational practice Demonstrates the ability to critically evaluate eP content in relation to educational technology theory and research Content, Artifacts & Reflection Artifacts are adequate in number, represent a balanced survey of the MET program and are relevant to eP theme/metaphor Demonstrates integration and application of MET program content Includes evidence of reflective thought including synthesis & critical analysis of course concepts Writing is professional in tone, clear in expression and referenced appropriately in APA format Includes evidence of intellectual and affective development including meta-conceptual (theoretical) ability Organization, Navigation & Presentation Theme/metaphor unifies content, reflections and artifacts Well-structured design, navigation (including hyperlinks) and layout Demonstrates technical ability and includes a variety of relevant media eP is creative, original and aesthetically pleasing Insufficient Meets TQS outcomes Feedback/improvement ideas

ETEC 590 ePORTFOLIO PROPOSAL References Barrett, H. (2007). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449. Greaves, J. D., & Gupta, S. K. (2003). Portfolios can assist reflective practice and guide learning. Current Anaesthesia & Critical Care, 14, 173-177. Loughran, J. J. (2002). Developing reflective practice: Learning about teaching and learning through modeling. Journal of Teacher Education, 53, p. 33-43. Moon, J. A. (2006). A handbook of reflective and experiential learning: Theory and practice. New York: Routledge. UBC Office of Graduate Programs and Research (OGPR), Faculty of Education. (2004). Process for UBC-TQS Collaboration. Retrieved from Zhang, S. X., Olfman, L., & Ractham, P. (2007). Designing eportfolio 2.0: Integrating and coordinating web 2.0 services with eportfolio systems for enhancing users learning. Journal of Information Systems Education, 18(2), 203-214.