RUNNING HEAD: ePortfolio proposal: Scientific Method

e-Portfolio proposal: Scientific Method Scott Alexander ETEC 590 (64A) UBC Vancouver Dr. Franc Feng October 18, 2011

e-Portfolio proposal: Scientific Method - 2 Statement of Purpose The purpose of the e-Portfolio is to create a capstone experience for my University of British Columbia Masters of Educational Technology (MET). Reflection leads to growth of the individual morally, personally, psychologically, and emotionally, as well as cognitively (Branch & Paranjape, 2002, p. 1187). Reflecting on my journey through the MET program will not only track my experience at UBC but it will also help me to: better understand my strengths and weaknesses identify and question my underlying values and beliefs acknowledge and challenge possible assumptions on which I base my ideas, feelings and actions recognize areas of potential bias or discrimination acknowledge my fears identify possible inadequacies or areas for improvement

By completing an e-Portfolio, it will give me the opportunity to reflect on my experiences and critically think about each moment moving forward (Moon, 2001); this will allow me to utilize what I have learned and incorporate it into my teaching and implementation into the public education school system. By completing an e-Portfolio, not only will I achieve the aforementioned benefits but it will also satisfy the requirements of the Teacher Qualification Service (TQS) enabling me to achieve a Category 6 recognition but also, opens the door for upward mobility in the public school system. Audience The primary audience of my e-Portfolio will include; UBC professors, past and present MET students, the TQS, future employers as well as myself. A secondary audience might include; my family, work colleagues and people in the education profession.

e-Portfolio proposal: Scientific Method - 3 Objectives and Outcomes Of the vast majority of concepts I have acquired through the MET program, my major goal has always been to incorporate the ideas and technology of the program into my classroom, my school and my district. The various opportunities I have experienced allows me to apply my learning in many contexts and my e-Portfolio will show these as well as my values and beliefs. The included artifacts will show a reflection on my technological uses and skills as well as being supported by theory and research and hopefully, map my future educational goals. Platform The platform I will be using for my e-Portfolio will be WordPress. The benefits for WordPress include: Easy to create and manage site content. Blog and site have the same look Same SEO (search engine optimization) benefits are accrued by WordPress pages that posts enjoy. WordPress pages have parent pages a section that has sub-pages in it. A plethora of plugins that extend and enhance the functionality of WordPress that are easy to use.

But the overwhelming reason why I choose WordPress is its Web 2.0 features allowing its users and visitors to interact and collaborate with each other. A recent research report on the impact of Web 2.0 technology on schools concluded: stimulates new modes of inquiry; it creates new opportunities for collaborative learning; it allows students to engage with new literacies and express themselves in different media; it encourages a proficiency in the publication of content, which creates a sense of ownership, audience engagement, peer assessment, and informal learning (Crook, Fisher, Graber, Harrison, & Lewin., 2009).

e-Portfolio proposal: Scientific Method - 4 Metaphor This was the most difficult area for me was selecting a metaphor that had meaning to me throughout my MET journey. So many thoughts raced through my brain but in the end I came up with the Scientific Method approach. This I feel not only summarizes myself as an individual but also my voyage through the program. The sections of the e-Portfolio will be as follows: Home Purpose Hypothesis Materials Procedures Observations Conclusions

Evidence/Artifacts The following are the courses I have taken in the MET program and possible artifacts that I may use:

MET Course
ETEC 500 ETEC 510 ETEC 511 ETEC 512 ETEC 520 -

Possible Artifacts
Research Paper Research Proposal Moodle Instructional Technologies, Media and Methods Wiki Web Literacy Concept Map Essay Gender Gap in Computer Studies Personal Learning Theory Thought Question Shared Learning Proposal An Evaluation of TREK 2000, ACCULT and DET Technology Planning Processes Concept Map Constructivism in the Desktop Publishing Classroom Media Production #1 Media Production #2

ETEC 530 ETEC 531

e-Portfolio proposal: Scientific Method - 5 How a Computer Works Lesson Commentary #1 Community Weblog Research Topic Moodle Graduation Transitions 12 Personal Weblog e-Portfolio

ETEC 540 ETEC 565A ETEC 590

Possible References Bates, A. W., & Poole, G. (2003). A framework for selecting and using technology. In A. W. Bates & G. Poole (Eds.), Effective teaching with technology in higher education (pp. 75108). San Francisco: Jossey-Bass. Branch, W. & Paranjpe, A. (2002). Feedback and reflection: Teaching methods for clinical settings. Academic Medicine, vol. 77, No., 12, 1185-1188. Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3-7. Retrieved from http://learningcommons.evergreen.edu/pdf/fall1987.pdf Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved from http://www.tltgroup.org/programs/seven.html Crook, C., Fisher, T., Graber, R., Harrison, C., & Lewin , C. (2008, September). Implementing Web 2.0 in secondary schools: Impacts, barriers and issues. Retrieved November 18, 2009, from Becta website: http://partners.becta.org.uk/uploaddir/downloads/page_documents/research/web2_benefits_barriers.pdf. Kilbane and Milman (2003), p. 84. Look at the Figure 8.3. Sample Summative Evaluation Rubric Moon, J. (2001). PDP working paper 4: Reflection in higher education learning.

e-Portfolio proposal: Scientific Method - 6 Learning and Technology Support Network (LTSN) Generic Center. 1-25. The University of British Columbia. Office of Graduate Programs and Research. (2004). Process for UBC-TQS Collaboration. Retrieved from https://www.vista.ubc.ca/webct/RelativeResourceManager/Template/Imported_R esources/Week1_IMSWCT/media/UBC_TQS.pdf Timeline

Week
5 Oct 2nd 9th 6 Oct 9th 16th 7 Oct 17th 23rd 8 Oct 23rd 30th 9 Oct 30th - Nov 6th 10 Nov 6th 13th 11 Nov 13th 20th 12 Nov 20th 27th 13 Nov 27th 30th -

Intended Pursuits
Review Proposals and offer/gather feedback Create e-Portfolio Select 3 artifacts for peer review Start building sections of the e-Portfolio Complete Assessment Rubric Peer Review artifacts Draft tour guide Continue working on e-Portfolio Artifact Review reflection and changes Continue working on e-Portfolio Continue working on e-Portfolio Peer Review of e-Portfolios Continue working on e-Portfolios Reflect and change e-Portfolio Finishing touches on e-Portfolio Submit e-Portfolio

Assessment rubric In our group we came up with the following criteria for e-Portfolio assessment: After individually analyzing our ePs, we decided to come up with a list of what we think were non-negotiables (must haves for an eP), nice ideas (what was great additions), and personal preferences (optional items)

e-Portfolio proposal: Scientific Method - 7

Non-Negotiable

Nice Ideas

Personal Preference

up to 10 artifacts & graphics being able to control reflections (+/-2) multimedia start and end images times, volume, etc. more than just text docs multimedia (even if none were done in designing for the linearity introduced in the previous courses, one can Guided Tour, but not disabled (providing be done during this course prescribed within the ePs tips/ways/alternatives to and be used as an artifact) organization. view, play, download metaphor text vs. multimedia artifacts) balance supporting references designing beyond the online feedback on eP template Linear Tabs (or table of page (ie. blog) contents links) - need not a strong metaphor be linear peer feedback complemented by clearly clear purpose relevant imagery proposal organized (through a tool photo of self (adds like a metaphor, for authenticity, and nice to naming of tabs, fleshing have at the end of a 100% out reflection) online course!) connections between MET recommended links (ie. courses and connections to check this out) practice connections to MET courses and other prior Bio learning/experiences (esp Final reflection & looking if it fits with metaphor). forward\ Guided Tour (using audio, contact info (could also be in the form of a comments and not more than 6 box / leave a reply) minutes) Assessment Rubric Keeping this in mind, this led me to come up with the following rubric for my proposal.

Category
Layout

Not Meeting Expectations

-not suitable for ePortfolio -difficult navigation for user -design varies from page to page

Meeting Expectations
-organized and logical layout -revolve around theme and metaphor -consistent design, fonts, colors -good use and variety of design elements

Exceeding Expectations
-e-Portfolio is clearly organized in terms of theme and lineal structure -outstand use of design elements -a professional look and feel in terms of colors, fonts and graphics

Design

e-Portfolio proposal: Scientific Method - 8 Spelling & Grammar -language is at an academic level for a university postgraduate program -minimal evidence of connections between learning, courses and theory -few errors -language is deemed acceptable at an university postgraduate level -evidence of reflection is evident but might be too general or too specific -no errors -outstanding language that is deemed in high academic standards

Reflection

Artifacts

References

-artifacts seem to be chosen haphazardly -artifacts do not tie to learning -limited selection in variety -omission of references -improper citation

-considerable evidence shown -critical connections are made between learning, courses and theory -artifacts related to the -artifacts are purpose interrelated to purpose -a variety of artifacts -wide variety of are chosen artifacts are chosen

-material is cited in acceptable form -few errors

-material is cited properly and opinions are supported by research

Conclusion The e-Portfolio will allow me to reflect and coordinate my learning throughout my MET journey by re-visiting past courses and the artifacts produced in them. An evolution of learning hopefully will be evident as well a professional growth. This is an exciting time for an educator as I am nearing the end of the expedition and on the technological road of the future.