An e-portfolio is a purposeful aggregation of digital items — ideas, evidence, reflections, feedback etc, which “presents” a selected audience with evidence of a person’s learning and/or ability.
— Sutherland and Powell (2007)
Purpose
E-portfolios typically are used to serve a range of purposes (Sutherland & Powell, 2007). This capstone project for the Master of Educational Technology (MET) program, was completed for the ETEC 590: Graduating Project course. It is used to reflect on my learning experiences as I made connections to the new information.
Through this e-portfolio, I am aiming to showcase the knowledge I gained about learning theories, teaching strategies, educational research, and the application of educational technologies in the program.
In the ETEC 590: Graduating Project course, I was able to make cross-connections with my prior knowledge and learning and skills I’ve gained through the MET program and synthesize it with my overall learning experience. In addition, I would like to use this e-portfolio to both highlight my skills, values, beliefs and demonstrate competent integration of educational technologies.
Objectives
The goals of my e-portfolio are to:
- Document my progress through the MET program;
- Demonstrate knowledge and skills;
- Apply reflective learning practises with the individual courses and projects, and an overall reflection and synthesis upon at the conclusion of the MET program;
- Exhibit a thoughtful integration of learning theory and the application of educational technologies;
- Serve as a medium to document my continued explorations of educational technologies, learning theories, teaching practises, research; and,
- Showcase work, values, beliefs and achievements to potential employers.
Audience
I created this e-portfolio for my current classmates, future MET students, instructors, colleagues, for future potential employers and myself. When I was working on assignments throughout the program, online information by previous students was invaluable. It is my hope that future students will be able to find my e-portfolio online, and gain some insights into learning and project expectations as I did.
Because this e-portfolio contains artifacts and reflections from all the MET courses I have taken, the process of development was reflective learning which occurred during many points during the program, and the final reflections which synthesizes concepts from the entire program. This has, as mentioned by Labissiere and Reynolds (2004), enabled me to bear witness to my learning (2004).
Assessment Rubric
References
Labissiere, Y. & Reynolds, C. (Fall, 2004). Using electronic portfolios as a pedagogical practice to enhance student learning. Inventio 7(2). Retrieved from: http://web.archive.org/web/20120108155509/http://www.uiowa.edu/~outcomes/documents/Labissiere.pdf
Sutherland & Powell (2007) JISC Effective Practice with ePortfolios. Retrieved from: http://www.webarchive.org.uk/wayback/archive/20140615090512/http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf