E-portfolio Review

ETEC 590

Group 3 by: Allison Kostiuk Darren Low Kimberley Madore Rebecca Skucas

1. Determine the audience

o Educators
o MET students
o Potential employers
o TQS
o UBC MET professors
o Family
o Peers
o Colleagues
o Educators (teachers, principals, professors)
o Publicly accessible
o Anyone who is interested in learning, practice, and advancement of educational
technologies
i. Past, present and future MET students and instructors
ii. Teachers, colleagues and others from my professional circles
iii. Present and future employers and associations
iv. Friends, supporters, and wide family
v. Myself for ongoing PD and future goals
vi. Anybody who finds my MET ePortfolio on the Internet

2. Identify the purpose

o Demonstrate learning experiences through the various opinions and theories
o Demonstrate journey, growth, and reflection through the MET program
o Fulfill requirements of a capstone project as determined by the TQS
o Collection of evidence in a unified location to show
o Establish a location for Web 2.0 resources
o Living professional portfolio (easily adapted and updated)
o Connect and demonstrate the milestones and highlights during the MET program
o Reflection of 3-year learning journey
o To share a professional portfolio and social media contacts
o To promote personal educational project (Jigsaw Learning http://jigsawlearning.ca/)
o To synthesize what has been learned and present future goals
o To share learning process with colleagues, friends, and family

3. Consider what is the evidence used? Which artifacts were chosen to represent learning?
o Article critique
o Case study
o Concept maps
o Course development (through Moodle)
o Design proposal
o e-Portfolio
o Lesson plan
o Lesson plan critique
o Literature review
o Methodology critique
 o Reflections
o Reports
o Research proposal
o Scholarly essay
o Study guide
o Wiki entry assignment
o Coursework Projects
o Reflections on each course within site design framework
o Course assignments, theoretical analyses, artwork, digital projects
o Professional resume, published articles
o Venture Pitch
o Group Projects
o Screencasting wiki
o Thought papers

4. Discuss how the ePortfolio is organized

o Use of an analogy as a guide through the e-portfolio
o Use of an analogy and organized further based on type of learning: theory,
research, and practice-based
o Organized according to MET classes as headings
o Concept to Concrete Product:
o Welcome
o Introduction
i.A Guided Tour
ii.Purpose
iii.Theme
iv.Audience
v.Bio
o Design Framework
.Concept: ETEC 522
i.Market Research: ETEC 500
ii.Plan: ETEC 520, ETEC 565
iii.Design: ETEC 511, ETEC 512
iv.Acquire Skills & Tools: ETEC 510
v.Build a Prototype: ETEC 533
vi.Test the Prototype: ETEC 540
vii.Launch the Product: ETEC 590
o Assessment Rubric
o References
o Posts
o Home, About, Tour, Theme, Courses ( in order taken: 510, 511, 531, 500, 565A,
565M, 520, 522, 512, 590), References, Tools, Blog, Resume, C.V., Contact
o Home page with social media contact information
o Blog posts
o Who is Kurtis?
o Professional Portfolio - Education/Employment, Honours/Awards, Publications,
Leadership Philosophy
o Section for rationale and reflection which also acts as a place to offer the authors
connections between coursework reading/ideas and assignments carried out
o Attribution to photographs, images, embedded media and hyperlinks.
o Resource list
 5. Discuss why it is organized that way and if it is effective as you consider the purpose and
audience
o Use of an analogy helps demonstrate connections between learning and the
journey through MET
o I really appreciated the guided tour at the beginning as it helped me to understand
how and why the site was organized in this particular structure. The design and
theme centered around the building process in moving from a concept to a concrete
product. The links at the bottom of each page direct the viewer to the next stage of
the site.
o The site is organized chronologically to represent the authors learning,
development, and transformation throughout the MET program
o This portfolio is organized to reflect the professional accomplishments of the author
with a variety of links. Its simple organization is purposeful and the links are
organized and structured to direct viewers to related professional sites and articles.
o The ePortfolio is streamlined and organized in a manner thats easy to follow along.
Reflections were broken up into different sections representing each the growth and
development throughout the journey of this program.
o The ePortfolio is organized in such a way that integrates the metaphor selected with
how it shaped the authors growth and learning and where the journey will take her
next.
o The artifacts were easy to navigate and in sequential order following her metaphor
of the steps in taking a photograph. Added information that offer insight to the
authors personality giving online viewers a more introspective idea of who they are
as a person beyond the MET program and their role as a teacher.

6. Discuss the tools (navigation and presentation) used to create the ePortfolio and how they
match its content.
o Created through Weebly, Wordpress,
o Links to various subpages (either specific course or to aspects of an analogy)
o Use of a variety of digital tools to help show the learning process:
o Google forms
o Scribd
o UBC blogs
o Wiki entry
o YouTube
o Wordpress site
o Screencast-O-Matic
o Go Animate
o Blogger, Weebly course projects
o iMovie
o Wix - highly customizable, multimedia rich, stable, user and mobile friendly
o Screencast-O-Matic
o Slideshow to represent the (sailing) journey through the MET (sea)
o Songs
i.Here I Go Again by Whitesnake
ii.Eye of the Tiger by Survivor
iii.Sailing Away by Govi
iv.Sailing by Rod Stewart
v.Continued on with a different song for each course
o Quotes
.Whatever the mind of the man can conceive and believe it can achieve (Napoleon Hill)
 o Tools - lists an extensive list of every single tool used during the MET program
journey, organized by Web and HTML Authoring Tools; Image and Photo Editing
Tools; Audio - Authoring, Editing, Streaming, Podcasting Tools; Video - Authoring,
Editing, Streaming, Podcasting Tools; Free Digital Resource Lists
o Blog contains reviews of courses taken and their importance/influence to the author
o Wordpress
o Social media links
o Blog posts feature pictures available to scroll through
o Twitter feed
o Prezi Venture Pitch
o Virtual Field Site

7. Find one element within the ePortfolio that illustrates the connections between learning,
cognitive linking, creating electronic linking and the construction of ePortfolios. Explain how you
think this element illustrates students' thinking through the construction of the ePortfolio
o In one instance, the homepage provided insight into the connections through
indication of the purpose, audience, objectives, metaphor and a YouTube guided
tour
o Use of embedded artifacts with an introduction and reflection to show learning
o I think this author gets right to this point in her introduction with her guided tour. She
references specific educators and theorists who have influenced her thinking
throughout the MET program (i.e. Piaget, Papert, Bates, etc.) and highlights them in
her work and where to find more information.
o The author chose to embed poignant songs on each page of the site. When the
viewer arrives at the homepage of the site you are immediately met with Here I Go
Again by Whitesnake along with a picture of the author climbing up the stairs of his
school, climbing up the stairs of academic excellence. I found this particular song
a connection for me because although there has been a lot of support throughout
this MET journey, a lot has been figure it out for yourself, be strong, and keep going,
which I believe is a major point taken from doing a Masters degree.
o The author of this ePortfolio showcases his accomplishments through a variety of
links. The site is simple and could have more content embedded into it that draws
the viewer in and entices them more to click the other links.
o The reflections are broken down into four sections highlighting her cognitive thinking
as it links referenced material demonstrating where she retrieved her information.
She uses specific objects and motions found in softball to directly relate to some of
the core courses and electives with relevant reflections of the specific processes
learned.
o Reflections are evident in every process of the ePortfolio to showcase the learning
from all of the ideas and concepts that had the biggest impact. The knowledge
acquired from each course ultimately shaped the authors view of educational
technology. Quotes were used to compare the authors mindset to the metaphor of
a parallel universe.
o The last reflection represents her final photo album as a gallery exhibition put
together with captions for each photo that was selected. Each photo represents a
course and the main objectives acquired, demonstrate the learning achieved. All of
the reflections for each course are detailed and thorough providing an interesting
story for the viewer.

8. In the analysis of the portfolio that you found outside of the course:
o Provide the URL of the portfolio
i.https://lauriepetruccietec590.wordpress.com
 ii.http://mzivko.wix.com/meteportfolio
iii.https://pi1tama2.wordpress.com/
iv.http://soaresedportfolio.weebly.com/index.html
v.http://www.metep.dalicemarsh.com/admiring-the-photographs.html
vi.https://kurtishewson.wordpress.com/

o Based on the paper by Brandes and Boskic: What are the organizational tools
within the portfolio? Is there any overarching question? If so, what is it? Is there a
metaphor? If so, what is it? Is there another organizational tool? If so, what is it and
how does it work? How does the tool you identified shape the construction and
structure of the portfolio? How are hyperlinks used within the ePortfolio? Provide
some examples.
o Student uses Wordpress and organized e-portfolio according to the courses
completed in the MET program. Course pages include actual artifacts directly or
embedded and in some cases links externally to them.
o Organizational Tools: Petrucci chooses a metaphor of designing and building a
project from concept to concrete product.
o Hyperlinks: Used within this site to link to articles, course essays, and projects.
o Metaphor: Captain of a small cruiser/explorer ship sailing through the UBC ocean
o Metaphor: Softball player, using the Batter, the Pitch, the Mound, the Out to
represent her journey
o Metaphor: Idea of a parallel universe, a world with multiple perspectives
o Metaphor: Photographer and her lens of the camera with the different components
of photography to categorize all the sections of her learning