My MET ePortfolio Home Page

 

Welcome to my Master of Educational Technology (MET) ePortfolio,

a capstone research project experience and a demonstration of

decent theoretical and practical skills I learned throughout the MET program.

 

Enjoy listening to nice background music and navigating through my exemplary MET ePortfolio!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Here I go again, climbing up the stairs of academic excellence!

 

The ePortfolio Proposal

 

This ePortfolio as a capstone research project experience is a carefully composed collection of meta-cognitive reflections on the MET Program courses and its artifacts that best represent my learning, inquiries and collaborative efforts, during my MET learning journey to academic excellence. Moreover, it is the gradual representation of my synergical growth and empowerment on my way to become decent educational technology professional. I am glad that I got a chance to author this ePortfolio and prove that this capstone research project truly demonstrates gradual and dialectical fusion of theoretical, practical and research processes that finally shaped me as an educational technology professional with constant growth mindset, dedicated to life-long learning. I am proud and pleased to present this encompassing collection of extraordinary artifacts and meta-reflections that uniquely, from course to course demonstrate my dynamic growth and significant learning and knowledge building capacity, as well as dialectical theoretical and practical transformation.

 

The Purpose

The purpose for this ePortfolio is to connect and demonstrate the milestones/highlights of my learning during the MET program and put it all together as one, and also as the culmination of my academic achievement and thorough reflection of my three year learning journey in the MET program.  Moreover, this ePortfolio is a hybrid work in progress and has a developmental, learning, assessment and showcase nature. Furthermore, it is also a capstone learning experience, intended for meeting the competencies outlined in the Teacher Qualification Services (TQS) in the Province of British Columbia.

The ePortfolio will thoroughly reflect on a my academic journey encompassing research, professional interests, digital skills sharpening and focusing on the best practices and frameworks in applying leading edge theoretical and practical knowledge of educational technologies in various formal/informal educational environments.

Moreover, it is the dynamic and complex process of generating new or deeper learning by critically meta-reflecting on my existing learning. Accordingly, this ePortfolio has a very important purpose of providing me with an exciting opportunity to look back, review and theoretically/practically strengthen what I have learned through the MET journey, and how it has profoundly affected my pedagogy, andragogy and heutagogy related theories and practices during the MET time, and what has to be learned in the future to succeed in pursuing my quest to excellence.

 

The Audience

The ePortfolio website will be publicly accessible to large audience of anyone who is interested in learning, practice and advancement of educational technologies and its applications in any educational and training environment that promotes and strives for innovation, creativity, and best learning, for the sake of advancing educational technologies and improvement of education in general, so my target audience is as follows:

Past, present and future MET students and instructors

Teachers, colleagues and others from my professional circles

Present and future employers and associations

Friends, supporters, and wide family

Myself for ongoing PD and future goals

Anybody who finds my MET ePortfolio on the Internet

 

For the sake of the advancement of education in general, I also welcome any suggestions as a result of the wisdom of the crowd.

 

Organization/Metaphor:

The ePortfolio theme will be presented through the metaphorical journey of me as the captain of the small cruiser/explorer ship sailing through the UBC Ocean, and asking the admission for entering the MET Sea, and paying the port (tuition & semester) fees for consecutive sailing into the 10 ETEC specialized navigational and sailing training and trading marine ports, for learning, loading, unloading, trading and transporting various goods (theory/practice/tools/knowledge and experiences). From the ETEC port to port, the shipload will vary, generally increasing the cargo and total tonnage, until my ship and I as the captain finish the MET Sea journey and sail out of the MET Sea, through the UBC Strait to the UBC Ocean, looking for new cruising and exploration adventures on my quest to pursuing excellence.

By following this metaphorical journey, I will meta-cogently reflect and build meaningful connections between my previous and acquired knowledge and new understandings from the MET courses, constantly searching for dialectical connections between theory and practice, attentive to constructivist theory of cognitive dissonance.
 

What is the evidence? What will be included?

To witness my chronological learning, development and transformation through the MET program, I will include carefully chosen artifacts to meta-reflect on the creative parts of my MET journey, and the each one will represent a skill set, experience, and theoretical and practical knowledge gained/exchanged during that specific time. Also, each artifact will show certain skills and degree of understanding of course matter at the specific phase of the course, and it will be possible to track my dynamic learning and transformation throughout the course and the whole program. The main evidences will be my chronological coverages of specific course topics, research ideas and theoretical and practical challenges, delivered through my significant course assignments, theoretical analyses, artwork, digital projects and other artifacts, and demonstrated through dynamical relationships between the metaphor, courses and artifacts.

 

How are the media / tools chosen used to effectively enhance the purpose?

The media and the tools that I will use will enhance the purpose by supporting and complementing my journey. The media and the tools chosen will reflect the gradual growth of theoretical and practical knowledge, skills, experiences and overall education gained through completing each course. Accordingly, the media and the tools will be relevant and applicable to each phase during my MET journey; therefore each artifact will meta-reflect the experience, narrative and necessary skills and processes crucial for mastering the course objectives, analyzed during the journey.

In order to create a decent ePortfolio, I explored Google Sites, Weebly, WordPress and Wix web platforms, and finally chose Wix as a highly customizable, multimedia rich, stable, and user and mobile friendly web platform to showcase important learning and transformation steps of my journey. Additionally, I will utilize images, audio and video and other useful productivity tools for creating, building, designing and enhancing of the ePortfolio.

 

Brandes and Boskic wrote the following about tools:

“Students chose a variety of tools to present their artifacts. They used their personal experiences and worldviews as they constructed interactive and compelling webpages in their portfolios. They wanted their content to be informative and engaging, and at the same time, showcase their individualities and their cognitive and emotional involvement in the process of their learning” (2008).

 

What is the significance in constructing the ePortfolio?

The ePortfolio is intended to showcase accumulation of my experience, knowledge, skills, and education, by choosing and embedding other digital artifacts, integrating mandatory and extended research literature and incorporating past digital assignments/projects. Additionally, the ePortfolio is intended to emphasize thorough meta-reflection from my overall MET journey and to strengthen personal and professional connections with my past, present and future learning, knowledge and experience. Moreover, my ePortfolio will strongly demonstrate that hard work on studying, innovation and creativity never ends, and that acquired skills, knowledge and best practices are in the further function of promoting learning, scholarship collaboration, sharing, reflection, and synergical understanding in the dynamic field of educational technologies.

I understand this MET journey as one of many learning phases intended to strengthen my lifelong theoretical and practical professional learning. After this journey, I will be better able to research, teach, support and share the knowledge, skills and experience with my students and my professional circles, for the sake of enhancing educational technologies in general. In order to achieve my objectives, I will make connections between my MET journey and my educational technologist profession by seeking out how both are supportive to each other by working to enhance my academic and professional skills, knowledge, perspective, and perceptions about teaching, learning and education in general.

 

What can I learn in this process?

From this process, I will learn to continue to integrate, to implement, and to professionally promote best practices in educational technologies in any educational and training environment and in my professional life. I will learn to continue educating myself, and plan to pursue a doctoral degree to keep myself current and open to new academic and applied research and emerging educational technologies, new teaching pedagogies, andragogies, and heutagogies, as well as new educational markets. I can utilize the advanced knowledge to further educate myself and increase my ability in acquiring knowledge and skills and to offer the latest information to students and my academic and professional circles. I can also learn to continue as a life-long learner by inviting and welcoming collaborative knowledge that is intended to build, sustain, support, and safeguard the innovative communities of professional learners.

 

My meta-cognitive reflection statement on this capstone research ePortfolio project.

 

At the end of this capstone research project and my MET journey, I am glad that I feel much more empowered to dialectically

learn, analyze, meta-cognitively reflect, apply, innovate, consult, value, re-theorize and re-map the educational theory, research and practice, as well as overall philosophy, for not only meeting, but also greatly exceeding teaching and learning needs and standards, and will persist on improving my practices in the 21st century dynamic and complex educational technology landscape.

 

Moreover, this journey fully strengthened my understanding of ever-evolving philosophy of education, the pivotal role of theory

and research in improving my professional practices on my quest to pursuing excellence in educational technology and wider. 

 

References:

 

Brandes, G. M. & Boskic N. (2008). ePortfolios: From description to analysis. The International Review of Research in Open and Distance Learning, Open Access press