Running head: ETEC 590 E-PORTFOLIO PROPOSAL

ePortfolio Proposal

Alexis Mauricio #92717974 ETEC 590 Section 65A University of British Columbia

E-PORTFOLIO PROPOSAL Purpose This ePortfolio will be created for the following purposes: to display a selection of work from courses in the Master of Educational Technology (MET) program to demonstrate transformative growth in learning as well as metacognitive processes in the MET program to act as an evolving professional development learning resource in educational technology The ePortfolio will be a capstone learning product for the UBC MET program and meet the UBC-TQS criteria as outlined below: 1. be integrative, through requiring generation/application of ideas across courses 2. generate research findings and/or link theory/research to practice 3. demonstrate learning 4. result in a concrete product that demonstrates linkages and applications 5. be of personal use to the student, be and considered educationally 6. valuable by an audience of professional peers (UBC, 2004) Audience current and prospective MET students MET instructors/professors colleagues

E-PORTFOLIO PROPOSAL future employers my own students myself Objectives

My main objectives in building this ePortfolio are as follows:

to end up with a professional development educational technology resource that could be shared with colleagues, prospective MET students, and prospective employers

to have a tool that assists me to extend and apply my learning in professional contexts, not only in my current setting (upper elementary classroom) but also in environments beyond this

to share an example of a professional portfolio to my own students in order to help them see the value of creating an organized portfolio to document their growth in learning as well as reflecting on their metacognitive processes

to serve as evidence that I have met the TQS requirement to be eligible for category 6 to act as a catalyst for future learning in educational technology which will encourage me to add ideas to the ePortfolio

E-PORTFOLIO PROPOSAL Organization/Metaphor: The ePortfolio will be presented through the use of themes (the four models of the 21st century learner) embedded in a metaphor (a jazz band performance). This will allow me to build meaningful connections between my knowledge and understandings from MET courses.

The following themes, based on the four models of the 21st century learner, will be highlighted:

The Collaborator gains knowledge and understandings through social interactions with others (constructivism). The collaborator-learner negotiates and exchanges ideas, uses new technology to support collaboration, and makes valuable contributions to the cooperative learning process.

The Free Agent is flexible and embraces change. The free agent learner also takes advantage of open-ended learning systems.

The Wise Analyzer is reflective, critical, and skilled in the research process. The wise analyzer learner is able to apply findings to new contexts, even in the face of ongoing change.

The Creative Synthesizer recognizes that relationships between concepts are interconnected and complex. The creative synthesizer learner links ideas across themes and creates new visions and perspectives.

(Friesen & Jardine, n.d.)

E-PORTFOLIO PROPOSAL

My selection of artifacts will reflect these themes, which will demonstrate how my learning has evolved through the MET program.

The metaphor of a jazz band performance will be used to connect the themes and artifacts. Learning is a flowing and interactive process combined with free-moving motion within structure, and in a jazz performance, there is give and take and change (free agent). Within a given piece, there are numerous tempo, key, and volume changes; therefore, collaborative communication is important during a show (collaborator). Jazz performances are based on set lists and within them are compositions, built through song writing processes that involve ongoing experimentations and revisions (wise analyzer). The live component of a show allows for unique performances, where it is expected that no outcome will sound the same (creative synthesizer). For every performance, there is ongoing invention, reflection, and change.

Artifacts

I am still in the process of compiling and finalizing my artifacts from various courses. I have also attempted to categorize my artifacts according to one of the four models of the 21st century learner as well as the UBC-TQS criteria, as outlined in the table below:

Course Name ETEC 512

ETEC 510

Artifacts Learning theories concept map (creative synthesizer, UBC-TQS 1, 3, 4) Personal learning theory original and revised versions (paper) (creative synthesizer, UBC-TQS 2, 5, 6) Group design project (critical thinking

E-PORTFOLIO PROPOSAL

6 and internet literacy) (the collaborator, UBC-TQS 2, 3, 4, 5) Design wiki entry (Social Media in Education) (free agent, UBC-TQS 2, 3, 5, 6) Design learning group project (history of educational technology Wordpress blog (the collaborator, UBC-TQS (1-6) Mobile learning in the classroom (paper) (wise analyzer, UBC-TQS 2-6) Gender issues in technology (lit review and paper) (wise analyzer, UBC-TQS 1-6) Research paper on flipped classrooms (wise analyzer, UBC-TQS 1-6) Keyword assignments (creative synthesizer, UBC-TQS 1-3) Website on copyright and creative commons (wise analyzer, UBC-TQS 16) LMS Moodle site (the collaborator, UBC-TQS 1-6) Digital story (free agent, UBC-TQS 5)

ETEC 500

ETEC 511

ETEC 532 EDCP 432

ETEC 565A

Timeline

Week # Week 4 Week 5

Tasks Submit proposal draft Provide feedback on classmates proposals Determine platform for ePortfolio (Wix, Google Sites...) Revise proposal draft based on peer and instructor feedback (i.e. revise metaphor and themes, add more resources, revise artifacts, etc.) Develop my ePortfolio assessment rubric; post to small group discussion forum Continue to provide feedback on classmates proposals Give feedback on small group

E-PORTFOLIO PROPOSAL

7 assessment rubrics Make final decision for ePortfolio platform Start building ePortfolio Determine organization of portfolio (artifacts, themes, and metaphors), navigation bar Work on introductory page Work on reflections Continue to work on reflections Ensure that some reflections are complete in preparation for next weeks peer review Share ePortfolio for peer review Review feedback from peers, revise ePortfolio as needed Read peers ePortfolio and provide feedback Continue to work on reflections Thoroughly revise and edit reflections Work on physical layout and design of portfolio Download, embed files as necessary, make sure external links work Plan out guided tour Share ePortfolio for peer review Review feedback from peers, revise ePortfolio as needed Read peers ePortfolio and provide feedback Work on guided tour Review ePortfolio rubric and criteria Continue to work on and finalize guided tour Share guided tour with peers Do any final revisions of ePortfolio based on feedback Final submission of ePortfolio

Week 6 Week 10

Week 7 Week 8

Week 9

Week 11

Week 12

Week 13

E-PORTFOLIO PROPOSAL Assessment Rubric

CATEGORY Purpose & Audience: clearly established and evident throughout ePortfolio Reflections: express an understanding and awareness of theory and research in educational technology demonstrate meaningful connections between theory and research to practice show metacognitive awareness through critical analysis indicate overall growth in learning as well as future plans for growth in educational technology Artifacts: exhibit learning in MET program represent a wide variety of work support a synthesis and analysis of work through various themes Integration all elements are carefully integrated through unifying themes and metaphor hyperlinks offer methods and layers to connect ideas and concepts and help to support the themes and metaphor Organization overall organization of ePortfolio is purposeful and linked to themes and metaphor all hyperlinks are working properly site is easy to navigate Platform/tools

Not Yet Within Expectations (N) Fully Meets Expectations (E)

N----------E

N----------E

N----------E N----------E N----------E

MEANING FORM

N----------E N----------E N----------E

N----------E

N----------E

N----------E

N----------E N----------E

E-PORTFOLIO PROPOSAL
platform and tools used complement content, meaning, and purpose Writing Writing is virtually error-free Presentation Visual style balances or enhances the content, meaning, and purpose overall presentation is professional and meets graduate level standards N----------E STYLE N----------E

N----------E

N----------E

References (I am still in the process of compiling my resources)

Friesen, S., & Jardine, D. (n.d.). 21st century learning and learners. Prepared for Western and Northern Canadian Curriculum Protocol by Galileo Educational Network. Retrieved from: http://education.alberta.ca/media/1087278/wncp%2021st%20cent%20learning%20(2).pdf

Lorenzo, G., & Ittelson, J.C. (2005). An overview of E-portfolios. EDUCAUSE Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3001.pdf

UBC (2004). Process for UBC-TQS Collaboration. Office of Graduate Programs and Research (OGPR).