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Etec 590 - Eportfolio Proposal
Etec 590 - Eportfolio Proposal
Etec 590 - Eportfolio Proposal
ETEC 590 - ePortfolio Proposal
Meghan McMillen
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Introduction
life and a main focus through my MET journey as well. I love that stories have the
ability to draw us in, connect us with other worlds, and transform our
perspectives. In doing so, students are able to enhance their reflective skills,
further develop literacy, and acquire 21st century skills (Thompson Long & Hall,
with students and helping them to find joy in the pages of a good book. During
the MET program, I have used stories and digital storytelling as anchors for
several assignments. This has helped me engage more deeply with course
content and hone my own reflective skills. My ePortfolio will be a story of learning
that I own, create, and tell in my own voice (Barrett & Carney, 2005).
Stories are powerful teaching tools that bring us together across subject,
together story elements among the website pages. It is my goal to show how our
events and experiences in our lives add to our personal library of “books”.
Purpose
Columbia (UBC). My ePortfolio will serve as a place to showcase my skill set, my
summation of my learning over the last two years. According to Moon (2001) the
selected artifacts.
Audience
groups:
● Other educators,
Objectives
I created three goals for the MET program and they align with my
● Goal 1: To be leader in the school using the Learning Commons (LC) as a
space for students and educators to take risks in their learning and
diverse learning needs. I will do this by creating design challenges. This will
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● To integrate theory, learning, and artifacts into a portfolio that is easy to
practice.
Theme/Metaphor
throughout all areas of my life and I think most life events are captured through
the retelling and sharing of stories. Enrolling in and taking courses in the MET
program was definitely a challenging story in my life, and I was excited for the
adventure it would bring. One of my favourite read alouds with students is
Escape from Mr. Lemoncello’s Library by Chris Grabenstein. In the book the
prize. The book resonates with me because the setting is a 21st century library or
learning commons and it has many of the elements I would love to see in my own
library.
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This book helped me to find context and connect a metaphor with the MET
completion of program). I faced challenges, obstacles, and twists along the way,
I will organize my portfolio with story elements from the book (Call to Adventure,
Finding Clues, Challenges, Treasure). I also plan on having a section for future
expeditions because even though my journey with the MET program is coming to
Resources:
Book Creator
Theoretical Frameworks:
Artifacts
have organized the courses as elements of the story rather than in a linear
straight line. This mirrors a treasure hunt in which there are missteps, obstacles,
and changes of direction. In finding the treasure, you draw on all the previous
clues and steps along the way, even those that took you slightly off course.
The artifacts are carefully chosen to represent the variety of tools, topics,
and subject areas covered throughout the MET program. Over the course of my
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videos, and online lessons. The artifacts act as clues throughout my learning
adventure.
constructivist learning
Over the course of the MET program I have been able to interact with and
use a variety of technological tools. It was difficult for me to decide which tool I
would like to use for my portfolio and I finally settled on Weebly as my platform of
choice. I also considered Google Sites, but I like the greater flexibility Weebly
offered. Another choice was WordPress, but I stuck with Weebly as I found it
easiest to interact with. I like that Weebly is fairly user friendly and makes it easy
Timeline
own proposal from peer reviews. Begin planning and organizing my own portfolio.
Week 6 - Start construction -of ePortfolio - begin with a synopsis of each course
reflections.
Week 10 - Make adjustments, check connection of metaphor with big ideas from
Week 11 - Seek more feedback, check interactive elements, are all hyperlinks
working?
opportunities for the learner to restructure existing ideas along with the ability to
evaluate their own process of learning (p.5). The portfolio serves as a capstone
project for my MET journey and meets the requirements set out by the TQS for a
school.
Assessment Rubric
Emerging Developing Proficient Extending
Technical Skills Effective use of Some Clear effective Effective and
selected demonstrated use of selected successful use
platform not use of selected platform is of selected
clearly platform is demonstrated. platform
demonstrated. evident. clearly
Very few errors, demonstrated.
Many errors, Some errors, broken links.
broken links broken links, Several No errors,
and lack of and sparse categories of evident use of
multimedia multimedia multimedia external links,
content content. used and varied
multimedia
content
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References
Barrett, H. & Carney, J. (2005). Conflicting paradigms and competing purposes in
http://electronicportfolios.com/portfolios/LEAJournal-BarrettCarney.pdf
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize
http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1080/09500690701
731
Chickering, A. W., & Ehrmann, S., C. (1996). Implementing the seven principles:
ttp://www.aahea.org/articles/sevenprinciples.htm
49(2), 3-6. Retrieved from h
Random House.
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https://www.dropbox.com/s/co9mdasoh8r1ew7/8435.pdf?dl=0
https://www.brandeis.edu/experientiallearning/currentpdfs/reflectioninhig
hered.pdf
44-47.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st
doi:10.1080/00405840802153916
Thompson Long, B. & Hall, T. (2018) Educational narrative inquiry through design