Running head: Eportfolio Proposal 1

ETEC590: ePortfolio Proposal

Ed Pawliw

University of British Columbia

Working Metaphor Title: Canoe Tripping: A Reflective Trip through the MET Program
Eportfolio Proposal 2

ePortfolio Proposal: Canoe Tripping

The ePortfolio is positioned as a personal reflective exercise. The extended audience includes ETEC590 course instructor(s)

and peers. Two purposes for creating the eportfolio are:

 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

are comfortable with and parallels the Technology Acceptance Model.

 Goal 2: Personal focus: Explore and implement educational technology and pedagogy that is proficient, pertinent, and current

in order to offer a relevant educational experience to students.

 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

collaborative resources to grow their program and knowledge.

Eportfolio Proposal 3

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

provided tools to base future research initiatives.

 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:

SOUL, TPCK/TPACK distributed cognition, and situated learning

 Theorists and their related theories that resonated included:

J. Piaget: Constructivism

L. Vygotsky: Zone of Proximal Development

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.

Full references are included in the attached reference section.

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
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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

other drag and drop blogging platforms.

 This platform is more limiting than others as far as layout, templates, and add-in applications which will challenge building in

individuality.

 This is a free platform, key to implementing in a classroom context.

 The platform is adaptable to all digital device types.

A detailed timeline follows in Table 2. An overview timeline for completion will be as follows:

 ePortfolio proposal submitted Sep. 30.

 Draft ePortfolio for 1st peer and instructor review Oct. 28.
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 Draft ePortfolio for 2nd peer and instructor review Nov. 11.

 ePortfolio video tour created and presented Nov. 25.

 Final ePortfolio and reflective notes on use of feedback presented Dec 2.

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

basis to create the digital course mentioned in goal 3.

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.
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References

Anderson, T., desLibris - Books, & DOAB: Directory of Open Access Books. (2008). The theory and practice of online learning (2nd

ed.). Edmonton: AU Press

Bates, T., eCampus Ontario Open Textbook Library, Open Textbook Catalog, BC Open Textbooks, & BCcampus Open Textbooks.

(2015). Teaching in a digital age

Bolter, J. D., & Taylor & Francis eBooks A-Z. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed.).

Mahwah, N.J: Lawrence Erlbaum Associates.

Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly,

13(3), 319. doi:10.2307/249008

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.
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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.

Retrieved from course notes.

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Tables

Table 1

ePortfolio Assessment Rubric

Criterion Not meeting Approaching meeting Meeting stated Exceeding stated

stated objective stated objective objective objective

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

Metaphor: No metaphor Metaphor present but Metaphor relevant to Metaphor relevant to

A specific metaphor relevant present or apparent not relevant to learning learning learning and linked to
to learning eportfolio

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
Video overview of portfolio:
Eportfolio components:
Introduction highlighting the
contents with, table of
contents, title, reflective
relevance, introduction,
content description, MET
undertaking rationale
Assessment rubric:
Response to feedback:
Analysis and consideration of
the feedback received from
peers and instructor
10
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
Two or more One element missing or All elements present All elements present and
elements missing incomplete correlated
or incomplete
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
No record of Missing Responds to and Responds to and analysis
and/or response to acknowledgement analysis and of and consideration
feedback and/or responses to consideration provided given to feedback
feedback for feedback received received from peers and
from peers and instructor present with
instructor present these edits documented
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Table 2

Detailed timeline to completion of ePortfolio and related documents

Date Event Tasks

September 30 ePortfolio proposal Create ePortfolio proposal document
submission
State audience and purpose
Assemble sample artifacts
Select metaphor
Research original goal statement
Assemble theorists and concepts
Research personally relevant references
Select a platform to house ePortfolio
Create timeline
State learning outcomes of ePortfolio
Create assessment rubric
October 7 ePortfolio resubmission Addendums and edits
October 14 ePortfolio peer review and Peer review proposal as assigned
feedback
Review feedback and revise proposal
October 28 First draft ePortfolio Outline ePortfolio layout
Align metaphor artifacts with ePortfolio pages
Create content for pages
Further selection and alignment of artifacts
Further alignment of pertinent references
Relating of goals to MET artifacts and courses
Relate ePortfolio purpose
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October 29-November 3 Peer and instructor review
November 11 Second draft ePortfolio
November 12-15 Peer and instructor review
November 25 Presentation of ePortfolio
video tour
December 2 Final ePortfolio submission
with reflective notes
12
Correlate concepts and theorists to courses and artifacts
in ePortfolio
Align references to reflections
Create and incorporate next steps plan
Provide feedback on peer review
Review and implement edits
ePortfolio continuity cleanup
Provide feedback on peer review
Review and implement edits as a result of peer review
Storyboard video tour
Use Camtasia to create a tour of ePortfolio
Add voice over to tour and post to YouTube
Consider and edit as a result of peer review
Final revisions of ePortfolio
Final revision of video tour
Addition of reflective notes on feedback