The Journey Begins
This ePortfolio provides an extraordinary opportunity for me to reflect upon and impart my transformative, learning journey within the Master's of Educational Technology (MET) program at the University of British Columbia (UBC). In a sense, my ePortfolio is an auto-ethnographic journey that portrays how my experience shaped and continues to shape my philosophy of educational technology. (Estrella & Forinash, 2007) This ePortfolio provides a way for me to make meaning of my learning by analyzing and synthesizing my MET experience and relating it to theory and practice.
Purpose
The primary audience is me, since this is an auto-ethnographic project depicting my MET journey. Since my family and friends have supported my efforts during this two-year project, I will also share this capstone project with them. (Barrett, 2009) Beyond this, it is my hope that this ePortfolio serves as reflection material for peers and colleagues; and that from an educational point of view it can inform and serve educational interests within UBC or other higher-learning institutions.
Theme: Waterways
Purpose
- To provide an arts-based inquiry project (Sinner, Irwin, Gouzouasis & Grauer, 2006) in the form of an ePortfolio, which records the different aspects of my learning process
- To explore and come to terms with my accomplishments, and theorize where I will go from here
- Through careful selection of artifacts, connect my learning to philosophical and theoretical viewpoints related to educational technology
- To reflect upon the fostering of technology within the classroom, linking theory and research to practice
- To demonstrate my reflective and creative process through visual representation
- To meet the requirements of the MET program capstone project
The primary audience is me, since this is an auto-ethnographic project depicting my MET journey. Since my family and friends have supported my efforts during this two-year project, I will also share this capstone project with them. (Barrett, 2009) Beyond this, it is my hope that this ePortfolio serves as reflection material for peers and colleagues; and that from an educational point of view it can inform and serve educational interests within UBC or other higher-learning institutions.
Theme: Waterways
As my understanding grew about educational technology during my MET journey, I began to visualize its complexity as Waterways. As such, I have based my ePortfolio theme on this insight. When I think of Educational technology, I like to imagine technology as bodies of water; from the smallest trickle or pond to torrential rivers and vast oceans. I can picture streams that flow into rivers, which in turn flow into lakes and oceans; all in the end in some way interconnected with the other.
Technology has become a vehicle by which and with which learning is communicated and carried forth, a concept illustrated through my theme: 'Journey along Waterways'.Technology changes and adapts very much like bodies of water do to tides, weather, and various conditions.These bodies of water represent various forms of technology used to create and propagate learning.
The intricate connections between these bodies of water represent the simple, yet complex modes of communication used to channel learning. Comparatively, imagine these communication systems as water entities that flow quickly, others slowly; some noisily crashing in great big waves, while others gently lap the shores. Information channels, like bodies of water, can be deep and cold or shallow and warm, holding infinite amounts of information waiting to be discovered.There are myriad learning exchanges along these 'Waterways', where vessels and people exchange knowledge, gather information, and share experiences.That is how I picture my educational technology, learning journey.
Technology has become a vehicle by which and with which learning is communicated and carried forth, a concept illustrated through my theme: 'Journey along Waterways'.Technology changes and adapts very much like bodies of water do to tides, weather, and various conditions.These bodies of water represent various forms of technology used to create and propagate learning.
The intricate connections between these bodies of water represent the simple, yet complex modes of communication used to channel learning. Comparatively, imagine these communication systems as water entities that flow quickly, others slowly; some noisily crashing in great big waves, while others gently lap the shores. Information channels, like bodies of water, can be deep and cold or shallow and warm, holding infinite amounts of information waiting to be discovered.There are myriad learning exchanges along these 'Waterways', where vessels and people exchange knowledge, gather information, and share experiences.That is how I picture my educational technology, learning journey.
This theme provides an organic platform from which I can portray my learning process as a ‘living’, ‘progressive’, and ‘ongoing’ learning experience.This is important to me as a life-long learner, for I feel learning is in constant movement, always changing, and has endless possibilities. My learning quest takes me from the smallest rivulets to tranquil lakes, and then to turbulent rivers and vast oceans. Under this theme I represent my two-year, transformative learning journey with all its ups and downs, deep and turbulent moments, highlights, and insights. It also represents learning in constant evolution, intricately intertwined with my experience as an adult learner and educator.
Planning
Careful reflection and planning went into this ePortfolio, capstone project. Please peruse my ePortfolio proposal which, as the Waterways theme proposes, has been considerably transformed over the term. I would like to thank all my peers and especially Professor Franc Feng for providing guidance and positive feedback.
Within my ePortfolio proposal, I drafted a first version for an assessment rubric to help guide my progress. As I worked on my portfolio, I noted that some elements needed to be modified, so I now provide the last version of my assessment rubric, which can also serve to evaluate this ePortfolio.
Planning
Careful reflection and planning went into this ePortfolio, capstone project. Please peruse my ePortfolio proposal which, as the Waterways theme proposes, has been considerably transformed over the term. I would like to thank all my peers and especially Professor Franc Feng for providing guidance and positive feedback.
Within my ePortfolio proposal, I drafted a first version for an assessment rubric to help guide my progress. As I worked on my portfolio, I noted that some elements needed to be modified, so I now provide the last version of my assessment rubric, which can also serve to evaluate this ePortfolio.