Beginning the Process

In the second week of ETEC 590 we looked at a variety of ePortfolios individually, then met in small groups to synthesize our learning. The time spent as a group was very valuable. Together we were able to pull more examples and criteria into our synthesis. We created the following chart, which will really help me as I begin to gather pull pieces together in these early steps of creating my ePortfolio.

SYNTHESIS
Audience Professors, colleagues, peers, school coworkers, family/friends, school students, future MET students
Purpose
  • Meet ETEC 590 requirements
  • TQS certification
  • Synthesis of learning
  • Reflection
  • Chronicle & reflect on personal growth
Evidence used; artifacts chosen
  • Group work (websites)
  • Video
  • Digital stories
  • Research papers
  • Personal learning plans
  • Concept maps
  • Reflections (blog)
  • Moodle site
  • Other course work outside of MET (pro-d, courses, certificates, workshops)
  • Wiki
  • Article critique
  • Philosophy of learning statements
  • Picassohead
  • Both successful and less successful examples of work
  • Prior education before MET
  • Images
  • Professional blog
How is it organized?
  • Order of course completion
  • Chronological
  • Thematic (core courses as foundation and elective courses as the climb up MET mountain)
    • Guided tour (video, site map)
    • Specific competencies
Why is it organized that way? Is it effective for purpose and audience?
  • Tells a story
  • Clearly identifies purpose and audience (helpful!) – not all did
  • Simple and easy to navigate better (ie: links and levels)
  • Includes some academic references and links
Tools – navigation, presentation
  • Tool selection important!  Easy navigation critical.
  • PBWorks Wiki
  • Weebly
  • wix.com
  • UBC Blogs
  • KompoZer
  • Dreamweaver
  • Google site
  • WordPress
  • Tools within:  video, music, freeflash MP3 player, Camtasia, slideshow
  • Parallel Facebook page
  • Hyperlinks
  • Guided tour – Youtube, iMovie, Camtasia, etc.
How do tools match content?
  • Guided tour gives narrative intro
  • Pictures and narrative personalizes site
  • Showcasing skills used/developed during MET
Theme
  • Theme/metaphor
  • Making rich connections back to metaphor
  • Sub-themes to help organize reflections and learning
Analysis
  • Sub-themes from the metaphor really help to connect the e-portfolio and make it whole
  • Guided tour helps to initiate the journey and guide viewers (keep brief, so it’s easier to follow)  3 minutes is a good timeframe
  • Keep it simple – not glitzy, filled with bells and whistles, simple navigation
  • Try to use tools that are less likely to result in broken links as this detracts from the experience
  • Should try to engage viewers and draw them into the story
  • Select artifacts that were transformative and not necessarily the big project or essay done in each course with a purposeful reflection
  • Connections to professional practice were helpful
  • Diversity of format with artifacts (individual, group, peer examples) & media
  • Reflection is probably what viewers will focus on – what did one learn from the experience? (the project, essay etc.)
  • Being really forthcoming about challenges and successes
  • Showing some humility and appreciation for the journey is appreciated
  • It’s open-ended (a work in progress) – a living document that changes and will grow

Group members: Devinder Deol, David McInnes, Valerie Wells, and Heather Wik

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