Running Head: EPORTFOLIO PROPOSAL

ePortfolio Proposal: Representation, Expression, Engagement

Camille Maydonik 36428084 ETEC 590 Graduating Project Instructors: Dr. Franc Feng & Dr. Clifford Falk University of British Columbia June 5, 2011

EPORTFOLIO PROPOSAL

ePortfolio Proposal: Representation, Expression, Engagement Purpose The purpose of my ePortfolio (eP) is to create an online space to showcase my learning in the University of British Columbias (UBC) Master of Educational Technology (MET) program. My eP will be a capstone project, which will fulfill the requirements for graduation from the MET program and competencies required by the Teacher Qualification Service (TQS) in the province of British Columbia. Furthermore, my eP will represent a variety of my original artifacts created during my time in the MET program. These artifacts will be thoughtfully selected in order to present research findings, demonstrate multimedia skills and to facilitate dialogue related to educational technology. Audience The primary audience of my eP will be members of the UBC MET community. This includes two evaluating instructors, other instructors and colleagues in the MET program and possibly future MET students. The secondary audience of my eP is my professional peers from my teaching context. Model and Structure I have chosen to structure my eP around the instructional design model of Universal Design for Learning (UDL). My interest in this area stems from studying UDL for the past three years with my employer, the Calgary Board of Education (CBE). Throughout the MET program, when presented with different assignments, I would endeavor to integrate my study of UDL in order to best reflect on what I was learning in a practical way that facilitated moving my teaching practice forward.

EPORTFOLIO PROPOSAL UDL is one of the projects at the forefront of the CBE as we are focused on the personalization of student learning. The UDL framework proposes that educators strive for three kinds of flexibility: (a) representation, to represent information in multiple formats and media, (b) action and expression, to provide multiple pathways for student action and expression, and (c) engagement, to provide multiple ways to engage students

interest and motivation (see Figure 1). Educators work towards flexibility by identifying and removing barriers from their teaching methods and curriculum materials. Implementing the three UDL principles with new media can help educators improve how they set goals, personalize instruction, and assess student progress. (Rose & Meyer, 2002) I realize that choosing UDL as a model and structure for my eP is perhaps not as conventional as other metaphors. However, throughout my whole experience in the MET program, UDL has influenced many of my choices in relation to assignments, discussions and my own teaching practice as UDL is an expectation of the CBE. My eP will be based on process, not product and will continue to evolve beyond completion of ETEC 590. I will be starting in a new role in the fall as a Learning Leader at a Middle School where my main responsibility will be to model the personalization of learning in order to move teacher practice forward. By structuring my eP around the three kinds of flexibility: representation, action and expression, and engagement that UDL proposes, I will not only be able demonstrate my progression throughout MET, I will be able to demonstrate, through my artifacts, my now advanced knowledge of educational technology methods within the context of UDL. My eP will be a tool and resource for the teachers with whom I will be working to develop their UDL toolkit and move their practice forward.

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Figure 1. Universal Design for Learning Guidelines.

EPORTFOLIO PROPOSAL Evidence and Artifacts Artifacts will be selected based the UDL Guidelines of multiple means of

representation, action and expression, and engagement. Each artifact will be presented in the context of the course in which it was created. By this I mean that I will provide a short description and reflection of the course. The artifact will be described in detail: the type of assignment (individual or group), the description of the assignment, team members (if applicable) and tools used. Most importantly, the link between the artifact and the UDL Guidelines will be clearly articulated. This synthesis of my artifacts should prove to be very interesting as I expect that some artifacts, if not most will fall under more than one of the UDL Guidelines. The reflection about these connections and overlaps will be a notable component of my eP. Text artifacts will be embedded into the eP and hyperlinks will link to other artifacts, such as wikis, projects and weblogs. Artifacts to be Included MET Core Courses ETEC 500 Selected Artifacts 1. Final Assignment #1: Literature Review SMART Board Technology and Universal Design for Learning 2. Final Assignment #2: Research Proposal Integrating SMART Board Technology into classroom practice with the principles of Universal Design for Learning 1. Education by Design: Collaborative Group Assignment Conversation Globe Trekkers 2. Design Wiki: Universal Design for Learning 1. Philosophy of Educational Technology 2. Scholarly Essay: Digital Citizenship 3. Economics of Educational

ETEC 510

ETEC 511

EPORTFOLIO PROPOSAL Technology DLG9 Group Assignment 1. Learning Theories Concept Map 2. Social Approaches to Learning Symposium Group Assignment Selected Artifacts

ETEC 512 MET Elective Courses ETEC 530

ETEC 531

ETEC 532

1. Assignment #1: Literacy, Cooperative Learning and Constructivism 2. Assignment #2: Notebook File Creation for SMART Boards workshop 1. Media Production: Am I an Artist? 2. Media Production: inNOvation 3. Media Production: Global Culture 4. Cultural and New Media Studies ePortfolio 5. Digital Module 1. Annotated Bibliography & Literature Review: Use of Electronic Portfolios in Elementary and Middle School Settings to Enable Multiple Means of Representation of Student Work 2. Visual Representation 1. ETEC 540: Community Weblog (link to my entries) 2. Major Project: Typography 1. ETEC 565 ePortfolio 2. Moodle Course: Lespace!

ETEC 540 ETEC 565

Tools I will be using WordPress to create my eP. WordPress is web software you can use to create a website or blog. I am familiar with this platform as I currently use it for my blog, camilleteaches.com. Also, throughout MET, we have used the UBC Blogs platform in several different courses which is built on the WordPress platform, so I am

EPORTFOLIO PROPOSAL comfortable with this software. WordPress is very user friendly and will allow me to showcase my artifacts keeping good web design in mind. I chose WordPress as well

because I want my eP to be able to be viewed on mobile devices. WordPress is not flash based; so much of the content will be able to be displayed over many different devices and browsers. In the coming days, I will be creating a new domain for the specific purpose of this eP. I will use iMovie to create the guided tour and then I suspect I will upload it to YouTube or my preference, Vimeo. Both can be embedded easily into WordPress. Procedure Week Week 5 Instructor and peer review of proposals Task W Provide and receive written feedback on my proposal for the ePortfolio. W Review two of my colleagues eP proposals and post to discussion forum. W Revise my proposal based on feedback from my peers and instructor. W Review chosen artifacts, create a template. W Start writing rationale for selection, inclusion and representation of each artifact. W Start working on my Guided Tour (storyboard) W Inform peer reviewer which three artifacts I would like to receive feedback on. W Choose one artifact to be reviewed by instructor and include assessment rubric. W Continue working on the Guided Tour. W Receive notification of three artifacts to review.

Week 6 Constructing & compiling ePortfolio

Week 7 Constructing & compiling ePortfolio

Week 8 Constructing & compiling ePortfolio

Week 9 Peer Review

EPORTFOLIO PROPOSAL

8 W Read each one of the three artifacts and the reflective pieces that accompany them. W Provide feedback and post summary of my feedback in the Peer Review 1 discussion forum. W Review the feedback that I have received in writing. W Review the purpose of the eP, the audience and organization. W Continue to work on my eP (uploading content, design, function) W Prepare the rationale and framework for the peer edit the following week. W Continue working on my Guided Tour. W Review the rationale and framework of the selection, inclusion and representation process of my colleagues eP. W Post a summary of my feedback in the Peer Review II discussion forum. W Discuss how my reflection is built into my ePortfolio. W Highlight ways in which I synthesize, imagine, conceptualize and design the presentation of my artifacts. W Discuss the multimedia that I am using and how each medium supports my overarching theme metaphor or question. W Complete my Guided Tour. W Present my Guided Tour to the class. W Revisit, review and revise my eP in consideration of the comments I have received on the Guided Tour.

Week 10 Constructing & compiling ePortfolio

Week 11 Peer Review

Week 12 Constructing & compiling ePortfolio

Week 13 Presenting, showcasing & Guided Tour Final Revisions, Final Feedback

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Assessment Rubric As mentioned earlier in this proposal, in the fall I will be starting in a new school as a Learning Leader. In this leadership role, my goal is to mentor and model best practice. Therefore, in addition to the competencies required by UBC and the TQS, I would like my assessment rubric to reflect the elements of an eP that are considered to be effective according to the CBE, my employer (see Figure 2). It is my hope that my eP could be used as a model by other CBE teachers who wish to develop an eP.

Figure 2. e-Portfolio Graphic, Calgary Board of Education. This figure illustrates the effective elements of an eP according to the CBE.

EPORTFOLIO PROPOSAL The following Assessment Rubric combines the effective elements of an eP according to the CBE, and the competencies required by UBC and the TQS. Based on the group discussions around assessment rubrics that we have had so far in ETEC 590 and given that my eP will be evaluated on a pass/fail basis, I have elected to create this rubric on a pass/fail basis as well. Based on peer and instructor feedback, it may be reviewed and altered over the coming weeks. Please note that my assessment rubric is also available on the assessment rubric page of my ePortfolio.

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EPORTFOLIO PROPOSAL ELEMENT Sub-category COLLECT o The eP presents a variety of artifacts. (multimedia, writing, projects, experiences) o The eP is integrative, there is evidence of generation/application of ideas across artifacts. o Page layout is organized. o Includes images and media. o Professional look. CONNECT Guided Tour o The eP is educationally valuable by an audience of professional peers. o Provides a way to review the artifacts with attention to learning theory and links made during construction of the eP. o Demonstrates the role and integration of technology in context. o The eP generates research findings and links theory and research to practice. o The eP is a demonstration of learning. (skills, abilities, areas of expertise, knowledge, tools) o All links are active. o Connections are clear between artifacts. o Site is intuitive to navigate. PUBLISH Mechanics o The eP results in a concrete product that demonstrates linkages and applications. o There are no spelling, syntax, or grammatical errors. o APA style is followed throughout. o References are included. ADDITIONAL COMMENTS o Description

11 Acceptable Excellent

Design

REFLECT

Navigation

EPORTFOLIO PROPOSAL References* CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age: Universal

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design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ *Please note, these are just the references for this proposal. My final eP will include many references that have been integral to my learning in the MET program; they are too numerous to list here at this point of the project.