Running head: MASTER OF EDUCATION PORTFOLIO PROPOSAL

Synthesizing and Consolidating my Learning in the Graduate Studies Program

Portfolio Proposal

Student: Corrine McCormick-Brighton

Course: EDUC 6300G MEd Graduate Digital Portfolio

UOIT

Professor: Dr. Daphne Heywood

Due Date: January 23, 2015

MASTER OF EDUCATION PORTFOLIO PROPOSAL

In this proposal I will provide responses to questions presented by Dr. Daphne Heywood
that pertain to our scheduled portfolio development discussion.
The chart below represents the courses that I have taken to date.
Masters of Education and Digital Technologies Program of Study
Semester

Course Code

Course Name

Fall 2012

EDUC 5002G

Research
Methods

Winter 2013

EDUC 5001G

Principles of
Learning

Spring 2013

EDUC 5103G

Online Technology
in Education

Summer
2013

EDUC 5402G

The Adult Learner in

the Digital Age

Fall 2013

EDUC 5201G

Foundations of
Leadership

Winter 2014

EDUC 5401G

Introduction to Adult
Education & Higher
Education

Spring 2014

EDUC 5405G

Digital Technologies
in Adult Education

Spring 2014

EDUC 5205G

Leadership and
Technology

Fall 2014

EDUC 5101G

Learning with
Technology

Winter 2015

EDUC 6300G

MEd Graduate
Portfolio (in-process)

Total

10 courses
30cr.

GOAL: Degree Complete

Spring 2015
Conferred at Convocation June 2015

MASTER OF EDUCATION PORTFOLIO PROPOSAL

The format I have selected for this important piece is an e-portfolio website using
Weebly; a web-hosting service available at www.weebly.com. The rationale for this decision is
based on my original vision of the capstone process and the experience that I have had in using
various platforms and sites. I envisioned a digital repository of artifacts and reflections that I
would showcase to demonstrate my development and learning journey. The direct benefits for
me in choosing this site are: inexpensive, ease of use, aesthetics, and reliability.
I have a personal and professional interest in higher education through both my role as a full time
faculty in the Early Childhood Education program at Durham College, as well as my role as a
life-long learner. I am particularly intrigued by adult education, andragogy, learning with
technology, student engagement, learner motivation (self-direction), and leadership in teaching
and learning. In this proposal I will explore my capstone plan and personal learning goals by
providing some background information and discussing my topics of interest.
Through my own engagement in the graduate studies learning community, I have experienced
many theories, concepts, colleagues, faculty and digital tools that have enhanced my facilitation
role and deepened my understanding of the environment in which I teach and learn. Essentially,
I will consolidate my learning and apply theory and principles to practice. Research Methods in
Education was my first course in my studies and it has been a solid foundation as it has permitted
me to become familiar with research methods as well as to engage in research driven practices.
As I near the end of the program, I can demonstrate my emergent growth as a critical consumer
of educational research (Roberston, 2012, p.2) as I consider the broader scope of my studies and
purpose in the graduate program. I have chosen to focus on learning with technology or
technology in learning as it is a large component of the current educational climate. Moreover, I
aspire as a professional to improve my knowledge of student learning and engagement in higher
education.

MASTER OF EDUCATION PORTFOLIO PROPOSAL

My learning plan has evolved and taken shape as my course exposure continued over the past
three years. The direction that I have pursued focusses on adult education, learning technologies
and curriculum theory and development as well as how to construct an engaging environment
that encourages valuable, authentic learning and interaction through transformational leadership.
The assignments I have completed in this program have prepared me to gain comfort in
presenting with technology, supported a positive learning community, exposed me to research,
allowed me to develop higher order thinking skills, and reflect on my learning and educational
direction. It has set the tone for my engagement and fostered my desire to contribute to
educational research. Although my learning plan has shifted slightly from my original plan due
to course availability and schedule I have gained a wealth of knowledge, skills and abilities
through each course experience. The courses that I have completed to date are identified in the
Masters of Education and Digital Technologies Program of Study chart located on page two.
These courses have common themes threaded throughout that relate to my topics of interest. This
is evident not only in the course names and descriptions but in the work (artifacts), discussions
and rich experience that they provided.
My reflections will unfold as I consider each course thoroughly and identify how I am
demonstrating learning through the selected artifacts. I suspect that many revelations will
emerge as I consider each course and relate it to my topical interests. Furthermore, reviewing the
artifacts and collaborations that have led me to this stage in the program will appear as I explore
the impact of this experience. I have briefly reviewed the main artifacts that I will contribute to
the e-portfolio to provide a cross course synthesis (shown in the chart on page five).

MASTER OF EDUCATION PORTFOLIO PROPOSAL

Artifacts Related to my Program of Study

Semester

Course Code

Course Name

Artifact

Fall 2012

EDUC 5002G

Research
Methods

Literature Review
Initial Proposal Course Plan Presentation

Winter 2013

EDUC 5001G

Principles of
Learning

Wikography

Spring 2013

EDUC 5103G

Online Technology
in Education

Flipped Classroom Wiki

Summer
2013

EDUC 5402G

The Adult Learner in

the Digital Age

Experiential Learning (Kolb) Presentation

Fall 2013

EDUC 5201G

Foundations of
Leadership

Weebly Portfolio

Winter 2014

EDUC 5401G

Introduction to Adult
Education & Higher
Education

Praxis Paper

Spring 2014

EDUC 5405G

Digital Technologies
in Adult Education

Consultant Brief Infographics

Presentation
Aims of Education Reflection
Infographic

Spring 2014

EDUC 5205G

Leadership and
Technology

Blogger (Blog)
Transformational Leadership
Presentation
Leadership Interview Proposal
Infographic

Fall 2014

EDUC 5101G

Learning with
Technology

Word Press Site (Blog)

Ongoing
Professional
Work

Additional
contributions
relevant to my
teaching and learning
practice

Teaching Portfolio, Intro to ECE Practices

Student Wiki, Catalyst Submission, PLAR (two
(two submissions), Technology and
Teaching Interview

When I began the graduate studies program in the fall 2012 I was a full-time academic advisor
and part-time contract faculty in post-secondary education. My aspiration was to become a full-

MASTER OF EDUCATION PORTFOLIO PROPOSAL

time faculty member, but for the interim I was putting my efforts into online course development
and teaching. This focus shifted somewhat in the summer of 2013 when I was successful in
obtaining a full-time teaching position. The learning goal that remained from the beginning was
to understand my role in the learning process in order to comprehend concepts and to guide
others in their learning. One of my professors, Dr. Lorayne Robertson shared an important
article with me on Transformative Learning (Cranton & King, 2003), that spoke to critically
examining how one views the world and the importance of reflection to allow for exposure to
unconventional ideas. Contact with theories and concepts, as well as communicating,
implementing, and reflecting have enhanced this quest.
My original learning topics were related to each other through a larger notion of higher education
and the infrastructure that supports online learning, while providing consideration of faculty
course development and student engagement. The concept map shown below identified broad
questions and demonstrated linkages of areas involved in engaging the online learner in higher
education.
The Venn diagram below provides a simple example of the connection between the course
constituents, the method, and the institution. I believe all have a vested interest in the successful
development and implementation of online learning.
Original Topic Concepts: Student Engagement in Online Learning in Higher Education

Student &
Faculty
(Engagement)

Higher
Education

Online
Learning

MASTER OF EDUCATION PORTFOLIO PROPOSAL

I have shifted somewhat in my focus as I have navigated through the Med program and my
professional role, consequently I have devised a current plan. The Venn diagram below provides
a simple example of the connection between the course institution, the methods, and the
constituents. I believe all have a vested interest in the success and experience of the learners and
faculty. In addition to factors that affect quality education, growth and development.
Current Topic Concepts: Higher Education, Learning with Technology and Student
Engagement/Motivation. The overlapping of the Venn topics are related to Teaching
Leadership

Higher
Education

Leadership
Student
Engagement
&
Motivation

Learning
with
Technology

I hope to unpack these topics and hope to uncover many interrelated sub-topics as I consolidate,
research, and reflect.

MASTER OF EDUCATION PORTFOLIO PROPOSAL

Original Concept Map Proposal from first course Research Methods

MASTER OF EDUCATION PORTFOLIO PROPOSAL

Current Concept Map Proposal from MEd Portfolio Course

Although I still have an interest in online learning and hope to explore opportunities for elearning in some form I have currently altered somewhat from this topic as a primary focus.
However, I do utilise our Learning Management System (D2L) in conjunction with my face-toface teaching.
My current topical focus will include Higher Education specifically, Adult Education with a
subtopic of Andragogy. I will then link Learning with Technology and Student Engagement
(motivation, self-direction, preparedness and classroom leadership).
Adult Education
Adult education and the higher learning environment is the key piece for me in
understanding how adults learn best and what factors need to be present to activate learning and
make it meaningful to the students through experiential learning. I want to explore Malcolm
Knowles framework for andragogy in depth, in addition to David Kolbs Learning Styles as we
use both of these researchers concepts at our college.

MASTER OF EDUCATION PORTFOLIO PROPOSAL

According to Pew (2007) extrinsic factors such as teachers may be an important part of the
education of children. When it comes to adults, the foundation of higher education must assume
that the adult learner has primary responsibility for their own motivation (p.18).
Manolis, C., Burns, D. J., Assudani, R., & Chinta, R. (2013), contend that there has been a move
to an experientially based education explicitly acknowledging different learning styles or what
has been called transformational learning has been forwarded as a more effective alternative to
traditional pedagogy (p.44).
Learning with Technology
For the most part students are familiar with technology and use it daily. Campuses have
risen to meet this demand in technology usage and have adopted platforms for communicating,
and teaching. Faculty have training opportunities available to interact with the technology and
communicate with todays student.
Salway and Caruso (2008) noted that most students arrive on campus with their own
technological devices such as, tablets, laptops, cell phones and portable music players; and the
institution meets this need with wireless internet available throughout the campus. Chen,
Lambert and Guidry (2010) contend that most higher education campuses have Learning
Management Systems and that the students anticipate utilising some form of technology for
learning.
Chen et al., (2010) saw that a relationship exists between students who engage in course related
technologies and those who engage in other ways on learning outcomes and gains while at
college. According to the authors, technology has a stronger impact earlier in the college
experience. Chen et al. (2010) recognize that it is possible that students who are typically more

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MASTER OF EDUCATION PORTFOLIO PROPOSAL

engaged tend to use technology more. Indeed, the authors recognised the benefits of web
technology and accepted the criticisms for certain populations (low socio-economic status) being
at a disadvantage.
Student Engagement
Student engagement is a familiar phrase in the education system; it involves student
interaction with peers, faculty and campus support services such as: Academic Advising, Health
Centre, Career Services, and Centre for Students with Disabilities. The National Study of Student
Engagement (NSSE) that conducts research in North America, considers engagement as the
amount of time and effort students put into their studies and other educationally purposeful
activities as well as how the institution deploys its resources and organizes the curriculum and
other learning opportunities to get students to participate in activities that decades of research
studies show are linked to student learning (National Study of Student Engagement, 2012). The
engagement dimensions are based on the prevalent Seven Principles of Good Practice in
Undergraduate Education by Chickering and Gamson (1987).
Robinson and Hullinger (2008) expressed that student engagement addresses academic effort and
quality of active learning. Students who are engaged will access campus and course resources
that are available (p.102). It was highlighted by the authors that facilitating, mentoring and
moderating are techniques that encourage student engagement (p.102).
Rabe-Hemp, Woollen, and Humiston (2009) contend that if students are involved in the
development of their learning and if they are active, purposeful participants in their quality
education experience then learning outcomes will be enhanced (p. 208). The authors point out
the well-known fact, that if students are engaged it will contribute to skill foundation and

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MASTER OF EDUCATION PORTFOLIO PROPOSAL

dispositions that are key to live a productive and satisfying life after college (Rabe-Hemp et al.,
2009).
According to Rabe-Hemp et al., (2009) autonomous learners can be defined as motivated and
accepting of their responsibility as learners. A student centred approach to teaching involves
interaction, reflection and discussion and is linked to higher order thinking, academic
performance and personal development (p. 208).
The research is enlightening and valuable as to how we conceptualize the business of teaching
and learning. It is essential to consider expert opinion and design methods to advance our
techniques and systems.
Retention and student success are important to our institutions and it would appear that student
engagement is essential in obtaining these goals. There are good practices that should be
implemented across the board in every course and on each campus. It would appear that
connecting, innovating and challenging will enhance our students in their studies, relationships,
careers and future contributions in life.
Leadership
I had not considered myself as a leader until I participated in a leadership course with
Dr. Diana Petrarca . During that time I realised that my role in the classroom was leadership and
that my goal was to be an authentic and transformative leader. I believe that as I activate learning
through higher education I impact the learners experience through engagement and by using
technology for learning. I attempt to motivate adult learners to be self-directed to reach their
goal of becoming Early Childhood Educators.

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MASTER OF EDUCATION PORTFOLIO PROPOSAL

Some apparent gaps that I would like to explore are:

Why do we still face attrition and failure rates in ECE post-secondary programs?
Are students ready for us (preparedness)?
What do the students perceive as the teachers role?
With the available technology that can be utilised is it distracting or enhancing the
learning? How do we incorporate it effectively?

In Summary
In my portfolio proposal presentation that I developed in my first course I described that I
had selected the portfolio option because I wanted to involve myself in many courses to deepen
my learning. I believe that this has allowed me to gain authentic learning experiences that have
fostered my development as a student and teacher. In addition I had an interest in many course
topics that I believed would enhance my portfolio direction, as well as my academic and
professional goals. I content that this has afforded me the opportunity to consolidate my learning
through applying theory and principles to my practice. I suspect upon completion of the portfolio
I will be able to effectively demonstrate what I have learned and consider the evolution of my
experience by processing all of the course learning.

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MASTER OF EDUCATION PORTFOLIO PROPOSAL

Artifacts Applied to Concept Map

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MASTER OF EDUCATION PORTFOLIO PROPOSAL

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Portfolio Log
This is a sample of the log I have started to record. I predict I will spend approximately
10-15 hours per week in order to submit my portfolio for review by Dr. Heywood on March 26,
2015.
Date

Hours

Time

Tasks

January 9, 2015

8:00pm-11:00pm

After class with Dr. Daphne Heywood continue reviewing

sample portfolio sites. Look back at first course Research
Methods to review preliminary ideas for portfolio.
Select platform to use for capstone.

January 10, 2105

11:00am-3:00pm

Brainstorming topics of interest and begin website layout.

January 14, 2015

5:00pm-8:00pm

Begin concept map design. Consider previous nine MEd

courses.

January 16, 2015

7:30am-10:30pm

January 17, 2015

10:00am-4:00pm

Formulate ideas and begin Proposal.

January 19, 2015

1:00pm-8:00pm

Refine draft Proposal.

January 21, 2015

2:00pm-6:00pm

Review Ideas and Literature & Finalize Proposal.

January 22, 2015

12:00pm-2:00pm

Finalize Proposal.

Total hours to date

32

After class with Dr. Daphne Heywood design log template and
start entries. Consider connections of topic themes. Insert Slide
Presentation from Research Methods course as an artifact on
website.

MASTER OF EDUCATION PORTFOLIO PROPOSAL

References
Chen, P.D., Lambert, A.D., & Guidry, K.R. (2009). Engaging online learners: The impact
of Web-based learning technology on college student engagement. Journal of Computers
& Education, 54, 1222-1232.
Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate
education. AAHE Bulletin, 39(7), 3-7.
Chickering, A.W., & Ehrmann, S.C. (1996). Implementing the seven principles:
Technology as lever. AAHE Bulletin (October), 3-6.
Cranton, P., & King, K.P. (2003). Transformative Learning as a Professional
Development Goal. New Directions for Adult & Continuing Education, (98), (Summer).
Manolis, C., Burns, D. J., Assudani, R., & Chinta, R. (2013). Assessing experiential learning
styles: A methodological reconstruction and validation of the Kolb Learning Style
Inventory, Learning and Individual Differences 23,44-52.
National Study of Student Engagement. (2012). Retrieved from
http://nsse.iub.edu/html/about.cfm
Pew, S. (2007). Andragogy and Pedagogy as Foundational Theory for Student Motivation in
Higher Education. Insight: A Journal of Scholarly Teaching, 2, 14-25.
Rabe-Hemp, C., Woollen, S., & Humiston, G.S. (2009). A Comparative Analysis of Student
Engagement, Learning, and Satifaction in Lecture Hall and Online Settings. The
Quarterly Review of Distance Education, 10(2), 207-218.
Robertson, L. (2012). Research Methods in Education [Word document]. Retrieved from
Syllabus
Robinson, C.C., & Hullinger, H. (2008). New Benchmarks in Higher Education: Student
Engagement in Online Learning. Journal of Education for Business, (November
December), 101-108.
Salway, G., & Caruso, J.B. (2008). The ECAR Study of Undergraduate Students and
Information Technology. Retrieved from
http://www.educause.edu/ECAR/TheECARStudyofUndergraduateStu/163283.

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