Sharons ePortfolio Proposal (ETEC 590) July 13, 2012 A portfolio tells a story. It is the story of knowing.

. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work. (Paulson & Paulson, 1991, p.2) Purpose: My purpose for this ePortfolio final project is to 1. Fulfill the requirements of the UBC MET program; 2. Create a professional and personal ePortfolio following the notion of a digital archive of the last four years; 3. Gain first hand ePortfolio creation experience; 4. Demonstrate my knowledge and skill with various interactive software and web 2.0 tools; 5. Provide a sample ePortfolio within the Ontario provincial learning management system (Desire2Learn ePortfolio tool) as a sample for K-12 Ontario educators demonstrating process, product, and celebration of learning. Audience: My intended audience includes My ETEC 590 instructors and colleagues; My colleagues and team members; Publicly funded, Ontario teachers wishing to incorporate ePortfolios in K-12 education.

Metaphor - Making Connections: In an effort to know oneself I want my ePortfolio to reflect on me personally over the past four years (2008-2010) of my MET experience. Therefore a timeline component will be included and should help to support the notion of the digital archive for life which will encompass events such as volunteering at the 2010 Winter Olympics, job change, and city relocation. I am not yet sure of the best online tool for this task. This leads me to the overall metaphor, What I Think About When I Think About ..MET / Running, which will encompass the idea of a healthy and active lifestyle through running in comparison to the MET journey. The metaphor title has been adapted from the memoir by Haruki Murakami. Courses will be grouped to align with training for running: Foundation - learning about training, nutrition, etc. (511, 512, 500, 510); Exploration - training and struggles (531, 521, 565);

Nearing the end demonstration, finish line (532, 530, 590). Evidence and Artifact Selection: In order to demonstrate what I know, why I believe I know it and why others should be of the same opinion, I will choose a variety of artifacts from each course throughout my MET experience. It is my belief that the most important part of the ePortfolio creation process is the reflection on the selection of artifacts or why I believe I know it and others should be of the same opinion. I do know that there are a variety of learning theories and a best way can not be determined. However, the following eight principles should be used a framework:
1. 2. 3. 4. 5. 6. 7. 8.

Learning is an active process; People learn to learn as they learn; The action of constructing meaning is mental; Learning involves language the language used influences learning; Learning is a social activity; Learning is contextual; One needs knowledge to learn and learning takes time; Motivation is a key component to learning. (T, Can. 2006)

Some of the artifacts I select may be drafts. Hopefully, this will demonstrate how I learned, for example: peer review or collaboration. Some artifacts may be first drafts where considerable growth occurred or a shift in thinking. Some artifacts may be reflections on small group experience or discussion posts. I would like the artifacts to be interactive, engaging, and inspiring for teachers who might wish to implement ePortfolios or digital age teaching and learning practices in their online, blended, or face to face classrooms. It is my hope that there will be evidence of these tools throughout the ePortfolio through my artifact selection, such as Cmaps, wikis, video, research papers, literature reviews, etc. Technical references and links will be included wherever possible. Specific artifacts include: 511 Research paper, collaborative group wiki; 512 Cmap of personal learning theory, collaborative croup wiki; 500 Article reviews, literature review, final paper; 510 UBC wiki partner collaboration on blended learning, collaborative group wiki on blended learning; 531 Media productions: Am I An Artist?, MP1, MP2; 565 Course blog, digital story using prezi, moodle unit created (depending on access); 521 Weblog of research websites, culminating task self directed powerpoint examining cultural bias; 532 Vignette analysis, Prezi of learning journey, final project; 530 Overall cmap of constructivism, assignment 1 or assignment 2; 590 Proposal, rubric for assessment, guided tour. Metaphor connections: personal photos (2010 Winter Olympics, collage of artifacts from runs and objects from MET program course notes, etc.), useful links (ie. Running Room, John

Stanton, training plans, nutrition information, run stats etc.); milestones over the last four years to represent the idea of a digital archive. Technical Considerations: The ePortfolio tool will be created in Desire2Learn (D2L) LMS and an open link shared. Each grouping will ideally include reflection using various tools for modeling (audiocast, screencast, video, digital photostory, etc.). All tools and software utilized will be linked to information pages and background information will be provided (ie. screencaps). Therefore even if a link goes dead there will be some evidence or an archive, of sorts, of all software or web tools used throughout MET and the ePortfolio. Time for Completion: Ongoing throughout June and July to allow for adequate reflection and marinating of ideas, artifact selection, and growth (to ensure this does not become a last minute rush completion). The significance in actually constructing an ePortfolio rather than simply writing or researching their use, lies within credibility and the ability to not only talk the talk but walk the walk. Detailed Timeline (with thanks and credit to Christine Stewart) Week (Course Schedule) Week 5 Instructor and peer review of proposals Week 6-7 Constructing and compiling ePortfolio Tasks

Receive peer feedback and revise my eProposal Review classmates eProposals and provide feedback Work individually on eP Confirm selected artifacts Continue writing reflections Upload content to eP Work individually on eP Continue writing reflections Upload content to eP Review classmates ePs and provide feedback Share work and receive feedback from classmates Reflect on feedback and revise eP Continue writing reflections Upload content to eP

Week 8 Constructing and compiling ePortfolio Week 9 Peer review

Week 10 Constructing and compiling ePortfolio

Work individually on eP Continue writing reflections Upload content Start to work on scripting for guided tour Review classmates ePs and provide feedback Share work and receive feedback from classmates Reflect on feedback and revise eP Finalize guided tour Continue writing reflections Work individually on eP Revise and edit eP (content, design, and function)

Week 11 Peer review

Week 12 Constructing and compiling ePortfolio

Week 13 Presenting, showcasing, and Present eP to classmates guided tour View classmates ePs Final revisions, final feedback Provide feedback to classmates Revisit, review and final revision of portfolio based on feedback received about the guided tour Submit eP

Assessment Checklist: Academic Preparation - Demonstrates familiarity with and understanding of the theory and research within the field of educational technology - Demonstrates an ability to critically evaluate and draw conclusions about the work presented in relation to previous theory and research - Explicitly link theory and research to practice Organization, Aesthetic and Mechanics - Link paths are logical are live - Layout is appropriate to content, theme and metaphor - Images, graphics, audio/video add meaning, information and understanding - Effective use of colour, space, and other visual aids - Written content is professional, academic and error free Community Contribution - Content models digital age work (design and development) and learning - Content promotes and models digital age citizenship and responsibility - Content is useful to other K-12 educators

Reflective Thought - Demonstrates and engages in professional growth, learning, and leadership - Explains the meaningful connections among the artifacts, MET program and chosen metaphor

Competency for Evaluation: As an educator in Ontario, I am not taking this course to qualify for BC teacher category 6 designation, therefore I am not addressing the TQS criteria. However, it is my intent that my final ePortfolio will demonstrate my commitment to Digital Age (or 21st Century) Teaching and Learning as outlined in the ISTE NETS for Teachers (NETST) and is reflected in the assessment checklist.

References: T. Can. (April , 7 2006). [Web log message]. Retrieved from http://constructivisteducation.blogspot.ca/2006/04/learning-principles-in-constructivism.html e-Portfolio Conference: Reflection Is Not a Mirror, It's a Lens www.elearning.ubc.ca/home/index.cfm?p=main/dsp_eport_event_20041119_2.cfm ISTE. "The ISTE National Educational Technology Standards (NETST) and Performance Indicators for Teachers". http://www.iste.org/Libraries/PDFs/NETS-T_Standards.sflb.ashx Moon, Jenny, Reflection in Higher Education Learning https://www.york.ac.uk/admin/hr/researcherdevelopment/students/resources/pgwt/reflectivepractice.pdf Paulson, P.R., & Paulson F.L. (1991, March). Portfolios: Stories of knowing. Paper presented at the 54th annual meeting of the Claremont Reading Conference. (ERIC Document Reproduction Service No. ED377209) in Barrett, H.C. & Garrett, N. (2009) Online Personal Learning Environments:Structuring Electronic Portfolios for Lifelong and Life Wide Learning On the Horizon | Vol. 17 No. 2, pp. 142-152 https://docs.google.com/document/d/1RugwVQHAL53C294JaH12SpN7GzaBRRJyUnyLhK59h uU/edit