Category Archives: Spiral

ETEC 590, Spiral

ETEC590 Artifact

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Web of Learning Artifact Collection

This entire e-portfolio is a result of the work I’ve done during the MET program. This capstone project for the ETEC590: Graduating Project course required a more thoughtful artifact selection process, which “demonstrate achievement of specific standards or goals” (Barrett, 2000).

It’s my personal goal to continue with exploring educational technologies, learning and trying things which are new to me. Because of those values I decided to present my e-portfolio artifacts using StoryMap JS. This is the first StoryMap I’ve created. In essence I ended up doubling the workload for myself. However, as result of the extra effort  my e-portfolio viewers are able to see the 10 artifacts I selected presented through another medium.

If you are having trouble viewing the multimedia StoryMap graphic above, or you want to see a full screen version, visit this link: http://ow.ly/4fkk303S7Lu

The artifacts shown in the StoryMap are all the same artifacts as what is presented in this e-portfolio, just in a different format.

References

Barrett, Helen. (2000) The Electronic Portfolio Development Process. Chapter from American Association for Higher Education (AAHE). Retrieved from: http://electronicportfolios.com/portfolios/aahe2000.html

ETEC 565, Spiral

ETEC565 Artifact

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ETEC565A E-Portfolio Site

In this course, all the students created an e-portfolio which was connected to the course New Learning Space WordPress site.  The integrated design of the course activities allowed us to build our own e-portfolio artifacts, as well as access course content and be able to interact and share with classmates.

It has been noted that the use of e-portfolios “can serve as an authentic assessment tool that provides a rich repository of information about teaching and learning” (Morris, 2008). The e-portfolio assignments for the ETEC 565 course  included formative portfolio reflections, which are typically designed to occur at significant points in the learning process (Barrett, 2000) in the formative e-portfolio. Studies had shown that learners become empowered through the reflective cycle associated with e-portfolio-based learning , “but it should not be assumed that this will occur without guidance or design”(Sutherland & Powel, 2007). The ETEC 565 course activities and assignments provided the design, and the instructor provided the guidance. I was impressed with how well the learning activities fit the learning content for this course.

Screen Shot 2016-06-18 at 2.13.10 PM
Click on image to view ETEC 565 e-portfolio artifact.

The ETEC 565 e-portfolio’s we created  were required for the final course assessment, and therefore served as summative assessment of the learning as well.  Educators are using e-portfolios as they “offer a formative and summative assessment tool that simultaneously demonstrates technology skill” (Morris, 2008).

This is the first time I have taken a course which integrated the course content, content creation, and peer feedback in this manner. It had it’s challenges (most technical) and benefits, but the benefits were worth it.

Here is the link to the e-portfolio website: https://blogs.ubc.ca/gilletec565a/

References

Barrett, Helen. (2000) The Electronic Portfolio Development Process. Chapter from American Association for Higher Education (AAHE). Retrieved from: http://electronicportfolios.com/portfolios/aahe2000.html

Morris, Joyce. (2008). Electronic portfolios for learning and assessment. Retrieved from: http://web.archive.org/web/20081205000400/http://www.uvm.edu/~jmorris/site2000electport.html

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

 

ETEC 520, Spiral

ETEC520 Artifact

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Analysis and Comparison of Rationales for E-Learning Paper

I selected this artifact from the ETEC520: Planning and Managing Technologies in Higher Education course because it ties into my assessment rubric. The analysis assignment demonstrates understanding of learning research, and practices and looks at the implementation of institutional strategic approaches to e-learning.

Analysis and Comparison of Rationales for E-learning by parm27 on Scribd

ETEC 540, Spiral

ETEC 540 Artifact

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Exploring SocialBook Web Page

Socialbook
Click on thumbnail image to visit the artifact website.

In the ETEC 540: Text Technologies: The Changing Spaces of Reading and Writing course, I contributed to a group project creating a Weebly website. Our group project was examined SocialBook, a technology for collaborative reading— which, while a great idea, never caught on.

I chose this artifact as part of the ETEC590 capstone project because it fits with the web metaphor. For our group project we explored SocialBook through the lens of how the technologies modifies the reading and writing processes and collaboration process. But as I reflected on the course afterwards, I realized that aspects of this project intersect which the knowledge I gained in the  ETEC 565A: Learning Technologies: Selection, Design and Application course.

ETEC 531, Spiral

ETEC531 Artifact

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Mindy Project Media Study Guide

The spider’s web metaphor can work to represent a constructivist learning process. The knowledge structures from the different radius threads, framed by previous experiences, come together and intersect as the spider spins the spiral threads. The web is an accumulation and synthesis of many different knowledge sources as well as educational principles. Similarly, the constructivist learning theory, proposes that learning is a construct based on both experiences and ideas, and collaboration plays a key role.

From: http://pub.lucidpress.com/4fcfdf86-dc41-4f66-931f-3a24f2f2708a/
From: http://pub.lucidpress.com/4fcfdf86-dc41-4f66-931f-3a24f2f2708a/

The Mindy Project Media Study Guide was completed as a group project for the ETEC531:  Cultural and New Media Studies course. In keeping with constructivist learning principles the project itself was a group collaboration, with the focus on media education and literacy in education. Even the technology that our group used to create the media study guide, LucidPress, enables users to collaborate online during the writing, editing, design and formatting process. All the media study guides produced by the class were compiled into an online book created by ETEC531 peers. This enables sharing of knowledge to a wider audience.

ETEC 521, Spiral

ETEC521 Artifact

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Indigenous Use of the Internet & Social Media Weebly Website

Indigenous Use of the Internet & Social Media Weebly Website
The artifact I selected for the ETEC521: Indigeneity, Technology and Education course is a website I created as an independent assignment. Reasons why I selected to showcase this website are:

  • It demonstrates a breadth of learning and synthesis of learning theory, research and practice. I was able to pull together the ideas around media literacy presented in the ETEC531:  Cultural and New Media Studies course, and concepts from the ETEC510: The Design of Technology-Supported Learning Environments into this project and the research I did on this topic.
  • Throughout the course the students contributed regularly to a WordPress blog. This was an example of both constructivism and active learning. The end result was an amazing repository of information and links all relating to Indigenous use of technology, social media, Indigenous approaches to education, and Indigenous issues.
  • And it demonstrates the use of a variety of technologies, including; PhotoShop, Weebly, HTML, Timeline JS and Canva.
  • This was one of my favourite courses, and course assignments because I learned a great deal in the process.  I believe that the information in the Indigenous Use of the Internet & Social Media is valuable to share.