An eportfolio is a collection of electronic evidence of learning documented over time with value in reflective opportunities provided within the eportfolio (Barrett 2010). The purpose of the construction of this eportfolio is to provide opportunity to demonstrate the evolution of knowledge construction during the process of the MET program in a reflective venue. This eportfolio will serve as a capstone project that will depict the development of understandings while simultaneously providing venue for self-reflection and critical analysis of work constructed in MET courses. This opportunity for reflection and analysis proves valuable in providing context for my work within my own personal development, as well as within a larger environmental contexts of educational practice and collaboration.
The primary audience of my e-Portfolio will include; UBC professors, past and present MET students, the TQS, future employers as well as myself. A secondary audience might include; my family, work colleagues and people in the education profession.
I have been teaching computer science and science for the past 11 years and as such, I have come to respect the scientific method as a process. Scientific method refers to a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge. To be termed scientific, a method of inquiry must be based on gathering empirical and measurable evidence subject to specific principles of reasoning. I find this technique very similar to the one that I’ve experienced through my journey through the MET program; therefore, my metaphor “a scientific journey through the MET program” seems not only very fitting but also very appropriate as a metaphor for my e-Portfolio.
21st Century Portfolios
References
Barrett, H. 2010. Balancing the Two Faces of ePortfolios. [Online}. Accessed October 2, 2011
Barrett, H. 2011. Portfolio Learning: Eportfolios for student engagement and lifelong learning. [Online]. Accessed October, 2011