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ePortfolio Proposal

ePortfolio Proposal

Heather J. Wik University of British Columbia

ETEC 590 Section 64A Dr. Franc Feng September 27, 2012

ePortfolio Proposal ePortfolio Proposal As a capstone experience for MET I will be creating an ePortfolio. The purpose is to synthesize and apply the theories and knowledge I have acquired during the program. My ePortfolio will be the vehicle through which I chronicle and reflect on my growth in MET and it

will serve as a way to connect my learning in new ways. At the same time, this project provides a platform for me to showcase some of the skills I have developed over the past two years. Although no longer a K-12 teacher in British Columbia, as a college instructor working closely with elementary, middle, and secondary schools, I do maintain my membership with the BC College of Teachers. By completing this culminating activity, I will be meeting the TQS requirements for a Category 6 status. My primary audience will be MET faculty and current classmates. Future ETEC 590 students will also use my ePortfolio as a learning tool when they take the course. A secondary audience will be the instructors in my department at the College of the Rockies. These individuals have supported me throughout my MET journey. Not only have they frequently offered ideas and insights for my learning endeavors, but they have also embraced my learning as an opportunity for their own growth. They are excited to see this final step, and are awaiting the receipt of a link to my ePortfolio. Creating an ePortfolio will give me the opportunity to amplify my learning. Purposeful reflection can lead to deeper learning, building connections between prior knowledge, and can further both personal and professional growth. Moon (2001) states that reflection helps us to upgrade our learning as we slow down activities and generate new knowledge. By using a metaphor to frame my ePortfolio I will be able to explore my learning through a new lens (Brandes & Boskic 2008). My ePortfolio will help me to track my pedagogical development through MET

ePortfolio Proposal and will enable me to organize and consolidate my learning. In reflecting on the purpose of this MET culminating activity, several key questions will help to guide my reflection and ePortfolio construction: 1. How has my teaching practice changed because of my learning in MET?

2. What steps in this process have been ahha moments when pieces have come together? 3. How have I demonstrated my learning in various courses? 4. What research has impacted my pedagogy and how has this been reflected in my learning activities? Throughout this project I will use a variety of references and resources: 1. Various readings/research/theories from MET courses. 2. The TQS qualifications for a capstone experience criteria 3. ETEC 590 peers 4. ETEC 590 faculty 5. Co-workers at my workplace 6. Online tutorials for web design Although my ePortfolio is a very personalized project, the role of collaboration and peers in this process is highly significant. Social construction of knowledge has been an integral part of the MET philosophy, and it will be entwined in the construction of my ePortfolio as well. The evidence of my learning will take the form of diverse artifacts and reflections. I will link theory to practice and will critically examine my own learning path and knowledge building in order to make new connections and further my learning. I will select artifacts from courses that showcase my learning, not just in terms of final product, but also in terms of growth and discovery.

ePortfolio Proposal

My ePortfolio will be assessed using a list of competencies. These items are derived from the TQS document and from discussions with fellow MET students in ETEC 590 pertaining to the assessment of ePortfolios. They include: 1. Demonstrate understanding of theory/research in field of education technology 2. Evaluate and draw conclusions about work presented in relation to previous research/theory 3. Generate research findings - link theory and research to practice 4. Create a concrete product to derive and represent linkages and application 5. Demonstrate individual learning 6. Provide evidence of peer collaboration 7. Create effective professional presentation 8. Use a metaphor to explore learning 9. Identify future application for learning Some of the possible artifacts that will be incorporated into my ePortfolio to illustrate these competencies include reflections, blogs, research papers, collaborative projects, multi-media projects, and concept maps. The process of creating an ePortfolio will give me the opportunity to reflect on my learning and make new and deeper connections that span the knowledge building I have done during my MET journey and my personal teaching practice. It is in the process of creating this project that more extensive learning will occur. And now I begin by looking at the end.the assessment. Before I start creating my ePortfolio I will be creating a rubric for assessing it. During the last couple of weeks we have been

ePortfolio Proposal discussing the attributes of effective ePortfolios and the challenges of assessing such a project.

Over the next few days I will be constructing a draft of my assessment rubric. Its all a part of the learning and connecting process!

ePortfolio Proposal References

Moon, J. (2001). Reflection in higher education learning. Retrieved September 15, 2012 from http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/ reflectivepractice.pdf Brandes, G. M. & Boskic N. (2008). ePortfolios: From description to analysis. The International Review of Research in Open and Distance Learning, Open Access press.