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ETEC 590 e-Portfolio Proposal
Michel Lacoursiere
Purpose The primary purpose of this e-Portfolio (eP) is to showcase my
skills and abilities as a science teacher specializing in educational
technology. Throughout my time as a MET student I have improved
upon the skills and abilities I have developed throughout my
professional career. This online space will serve to display what I have
constructed within each of my MET courses and act as evidence of my
abilities as an educator and technologist. Beyond this, I hope my eP
will have some level of expandability so I can continue to add pieces as I
continue to grow both personally and professionally.
Audience I am aiming to make my eP appeal to a wide audience including:
MET classmates and instructors
potential employers
myself
colleagues
students
parents of students
Metaphor The metaphor I am using will be relating my MET journey to building a structure with Lego
building blocks. I envision each MET course as being a building block in the overall skill-set I have
developed as a learner and educator through the program. I will use graphics and colours to
differentiate each course or artifact as being a piece of an overall structure representing my abilities and
learning within the program.
My metaphor is largely based on the Constructivist school of thought where knowledge is
looked at as being built over time through active engagement. In keeping with my metaphor my eP and
much of how I structure content is based on the constructionist theory of Papert (1991):
“Constructionism--the N word as opposed to the V word--shares constructivism's connotation of
learning as "building knowledge structures" irrespective of the circumstances of the learning. It
then adds the idea that this happens especially felicitously in a context where the learner is
consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a
theory of the universe.”
Essentially I am building knowledge and skills in the MET program and the individual courses,
and when looked at as a whole, these structures represent something much larger and important to my
professional growth. These individual items may not be much on their own, only individual documents
and projects, but when put together they represent the varying artifacts, reflections and courses that
were a part of my MET program. I hope that all of these artifacts when put together can represent
something greater than its individual parts and I hope to show this both in writing and graphically
through the Lego and construction metaphor.
Organization My eP will be organized chronologically by class. Each of which I see as pieces to the overall
structure. The rest of the site I will try and keep in a building or construction theme. Each course will be
grouped by focus and a colour will differentiate each. There will also be categories for previous and
final/future knowledge to represent what I started the program with and how I concluded my learning.
Lastly, my reflections which are linked into certain key artifacts will fill in all of the gaps in the overall
structure.
Each artifact will be assigned a number of blocks which will build on three larger letters spelling MET. By
the end of the eP they will all fit together to symbolize my complete knowledge developed during my
program.
The overall site map will be similar to:
About
Tour the Site (video walkthrough)
The Builder
The Pieces
o Grey – Before and After Knowledge
Previous Knowledge
Future/Final Knowledge
o Blue - Knowledge Focus
ETEC 500
ETEC 510
ETEC 565
o Red – Personal Interest Focus
ETEC 511
ETEC 521
o Orange – Teaching Focus
ETEC 512
ETEC 520
ETEC 522
o Yellow – Science Focus
ETEC 533
o Reflections - Black
The Final Product – ETEC 590
Artifacts/Evidence My portfolio will include most of the projects created throughout my MET. I will try to include
what I feel are the biggest pieces in terms of actual products. The bulk of this material will be in the
form of research, reflection, sites, blogs, courses and other multimedia-based components.
Course Artifacts Block #
Brick Size
Colour/Letter
Previous Learning and Knowledge P1 P2 P3 P4
4 4 6 4
Grey/M Grey/M Grey/E Grey/T
500 Literature Review (document) 1-1 1-2 1-3
4 6 3
Blue/ M Blue/E Blue/T
512 Discourse Leadership – Constructivism (external link) o http://constructivism512.pbworks.com/
2-1 2-2 2-3
4 3 4
Orange /M Orange /E Orange/T
511 Educational Technology Concept Map (PowerPoint, graphic)
3-1 3-2 3-3
4 3 3
Orange/M Orange/E Orange/T
533 TELE Project Site (external link) o http://d-tele.wetpaint.com/
4-1 4-2 4-3
3 4 4
Yellow/M Yellow/E Yellow/T
500 Research Proposal (document) 5-1 5-2 5-3 R1-1 R1-2 R1-3
3 3 2 1 1 1
Blue/ M Blue/E Blue/T Black/M Black/E Black/T
511 My Philosophy of Educational Technology (document) 6-1 6-2 6-3
4 4
Orange/M Orange/E Orange/T
533 Blog Entries (blog) 7-1 7-2 7-3
3 3
Yellow/M Yellow/E Yellow/T
511 Discourse Leadership Wiki (external link) o http://etec511psychology.pbworks.com/
8-1 8-2 8-3
4
Orange/M Orange/E Orange/T
512 Personal Learning Theory (document) 9-1 9-2 9-3 R2-1 R2-2 R2-3
3 2 2 1 1 1
Orange /M Orange /E Orange /T Black/M Black/E Black/T
533 Inquiry Portfolio Analysis (document) 10-1 10-2 10-3 R3-1 R3-2 R3-3
3 6 2 1 1 1
Yellow/M Yellow/E Yellow/T Black/M Black/E Black/T
511 The Ecology of Technological Innovation in the Classroom (document)
11-1 11-2 11-3 R4-1 R4-2 R4-3
4 3 3 1 1 1
Orange/M Orange/E Orange/T Black/M Black/E Black/T
565 ETEC 565 Blog Site (external link) o http://blogs.ubc.ca/lacour565/
12-1 12-2 12-3 R5-1 R5-2 R5-3
3 3 3 1 1 2
Blue/M Blue/E Blue/T Black/M Black/E Black/T
521 Blog (external link) o http://blogs.ubc.ca/etec521/tag/mlacoursiere
/
13-1 13-2 13-3
4 2
Red/M Red/E Red/T
510 Science 10 Moodle site (internal link) o http://www.lacour.ca/moodle/course/view.p
hp?id=10
14-1 14-2 14-3 R6-1 R6-2 R6-3
6 4 3 1 1 1
Blue/M Blue/E Blue/T Black/M Black/E Black/T
522 Light Track – Elevator Pitch (video) 15-1 15-2 15-3
4 2
Red/M Red/E Red/T
521 First Nations Internet and Communications Technologies (document)
16-1 16-2 16-3
6 4
Red/M Red/E Red/T
R7-1 R7-2 R7-3
3 1 1
Black/M Black/E Black/T
522 Light Track – Venture Proposal (video) 17-1 17-2 17-3
6 4
Red/M Red/E Red/T
522 Blog (external link) o http://blogs.ubc.ca/etec522sept09/tag/lacour
siere/
18-1 18-2 18-3 R8-1 R8-2 R8-3
6 3 1 1 2
Red/M Red/E Red/T Black/M Black/E Black/T
520 Instructor for a Day (document) 19-1 19-2 19-3
4 3
Orange /M Orange /E Orange /T
520 Vice President for a Day (document) 20-1 20-2 20-3
4 2 4
Orange /M Orange/E Orange/T
520 Chief Civil Servant for a Day (document) 21-1 21-2 21-3 R9-1 R9-2 R9-3
4 3 3 4 1 2
Orange/M Orange/E Orange/T Black/M Black/E Black/T
590 Reflections R1-9 1 Black Future Learning and Knowledge
F5 F6 F7 F8 F9
4 4 4 4 2
Grey/M Grey/E Grey/T Grey/M Grey/M
Tools The site will be housed on my domain lacour.ca where I have the open source software
Wordpress and Moodle installed. Wordpress, my primary tool, allows you multiple sites with different
purposes and themes and my eP will be located at lacour.ca/ep. Moodle will be used to display some of
my bigger pieces such as entire high school courses made during and for the MET program.
I will also be using a variety of free web tools including video and document sharing sites,
software photo editor Paint.net as well as any tools used in the variety of artifacts. Another interesting
piece of software I plan to use is Lego’s Digital Designer which allows me to use digital Lego pieces to
build virtual Lego structures. I see this software as being crucial to the overall visual element of my
portfolio.
Assessment Rubric Criteria Level 1 Level 2 Level 3 Artifacts Artifacts are poorly
integrated, insufficient in number or lack connection to the overall portfolio.
There are numerous artifacts but lack connection to the portfolio as a whole.
The portfolio contains numerous and diverse artifacts that have significant meaning to the overall portfolio.
Educational Theory and Research
The portfolio fails to portray an understanding of educational theory and current research. Theory is not linked to professional practice and there is little to know critical evaluation.
The portfolio demonstrates either understanding of current research or educational theory but fails to link them to professional practice.
The portfolio connects current research, educational theory and critical evaluation in a manner that clearly shows professional growth and understanding.
Reflection Reflection is minimal, superficial or absent altogether.
Reflection is present but fails to dig deep into the meaning of the artifacts.
Reflection is professionally-related, deep and shows an ongoing development of new skill and understanding.
Presentation and Media Use
Use of multimedia is lacking or superficial. Only a few forms of media are used. The overall presentation is lacking and unappealing.
Multiple forms of media are used but the portfolio lacks overall visual and media appeal.
Multimedia is used to enhance the overall presentation of the portfolio. Each piece is clearly linked to the finished product and makes the portfolio appealing to a wider audience.
Navigation Navigation is unclear or difficult for visitors.
Navigation is easy but lacks consistency.
Navigation is clear and consistent between all pages and artifacts.
Professional Look and Feel
Portfolio seems unprofessional, unpolished and has obvious errors.
Portfolio is free of major errors but seems unprofessional in some manner, either the writing, visuals or layout is amiss.
The entire portfolio has a polished and professional look and feel. Visitors will be impressed by the professional content, visuals and multimedia.
References Papert, S. (1991). Situating Constructionism. Retrieved from
http://www.papert.org/articles/SituatingConstructionism.html