Document

ETEC 590 e-Portfolio Proposal

Michel Lacoursiere

Purpose The primary purpose of this e-Portfolio (eP) is to showcase my

skills and abilities as a science teacher specializing in educational

technology. Throughout my time as a MET student I have improved

upon the skills and abilities I have developed throughout my

professional career. This online space will serve to display what I have

constructed within each of my MET courses and act as evidence of my

abilities as an educator and technologist. Beyond this, I hope my eP

will have some level of expandability so I can continue to add pieces as I

continue to grow both personally and professionally.

Audience I am aiming to make my eP appeal to a wide audience including:

MET classmates and instructors

potential employers

myself

colleagues

students

parents of students

Metaphor The metaphor I am using will be relating my MET journey to building a structure with Lego

building blocks. I envision each MET course as being a building block in the overall skill-set I have

developed as a learner and educator through the program. I will use graphics and colours to

differentiate each course or artifact as being a piece of an overall structure representing my abilities and

learning within the program.

My metaphor is largely based on the Constructivist school of thought where knowledge is

looked at as being built over time through active engagement. In keeping with my metaphor my eP and

much of how I structure content is based on the constructionist theory of Papert (1991):

“Constructionism--the N word as opposed to the V word--shares constructivism's connotation of

learning as "building knowledge structures" irrespective of the circumstances of the learning. It

then adds the idea that this happens especially felicitously in a context where the learner is

consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a

theory of the universe.”

Essentially I am building knowledge and skills in the MET program and the individual courses,

and when looked at as a whole, these structures represent something much larger and important to my

professional growth. These individual items may not be much on their own, only individual documents

and projects, but when put together they represent the varying artifacts, reflections and courses that

were a part of my MET program. I hope that all of these artifacts when put together can represent

something greater than its individual parts and I hope to show this both in writing and graphically

through the Lego and construction metaphor.

Organization My eP will be organized chronologically by class. Each of which I see as pieces to the overall

structure. The rest of the site I will try and keep in a building or construction theme. Each course will be

grouped by focus and a colour will differentiate each. There will also be categories for previous and

final/future knowledge to represent what I started the program with and how I concluded my learning.

Lastly, my reflections which are linked into certain key artifacts will fill in all of the gaps in the overall

structure.

Each artifact will be assigned a number of blocks which will build on three larger letters spelling MET. By

the end of the eP they will all fit together to symbolize my complete knowledge developed during my

program.

The overall site map will be similar to:

About

Tour the Site (video walkthrough)

The Builder

The Pieces

o Grey – Before and After Knowledge

Previous Knowledge

Future/Final Knowledge

o Blue - Knowledge Focus

ETEC 500

ETEC 510

ETEC 565

o Red – Personal Interest Focus

ETEC 511

ETEC 521

o Orange – Teaching Focus

ETEC 512

ETEC 520

ETEC 522

o Yellow – Science Focus

ETEC 533

o Reflections - Black

The Final Product – ETEC 590

Artifacts/Evidence My portfolio will include most of the projects created throughout my MET. I will try to include

what I feel are the biggest pieces in terms of actual products. The bulk of this material will be in the

form of research, reflection, sites, blogs, courses and other multimedia-based components.

Course Artifacts Block #

Brick Size

Colour/Letter

Previous Learning and Knowledge P1 P2 P3 P4

4 4 6 4

Grey/M Grey/M Grey/E Grey/T

500 Literature Review (document) 1-1 1-2 1-3

4 6 3

Blue/ M Blue/E Blue/T

512 Discourse Leadership – Constructivism (external link) o http://constructivism512.pbworks.com/

2-1 2-2 2-3

4 3 4

Orange /M Orange /E Orange/T

511 Educational Technology Concept Map (PowerPoint, graphic)

3-1 3-2 3-3

4 3 3

Orange/M Orange/E Orange/T

533 TELE Project Site (external link) o http://d-tele.wetpaint.com/

4-1 4-2 4-3

3 4 4

Yellow/M Yellow/E Yellow/T

500 Research Proposal (document) 5-1 5-2 5-3 R1-1 R1-2 R1-3

3 3 2 1 1 1

Blue/ M Blue/E Blue/T Black/M Black/E Black/T

511 My Philosophy of Educational Technology (document) 6-1 6-2 6-3

4 4

Orange/M Orange/E Orange/T

533 Blog Entries (blog) 7-1 7-2 7-3

3 3

Yellow/M Yellow/E Yellow/T

511 Discourse Leadership Wiki (external link) o http://etec511psychology.pbworks.com/

8-1 8-2 8-3

4

Orange/M Orange/E Orange/T

512 Personal Learning Theory (document) 9-1 9-2 9-3 R2-1 R2-2 R2-3

3 2 2 1 1 1

Orange /M Orange /E Orange /T Black/M Black/E Black/T

533 Inquiry Portfolio Analysis (document) 10-1 10-2 10-3 R3-1 R3-2 R3-3

3 6 2 1 1 1

Yellow/M Yellow/E Yellow/T Black/M Black/E Black/T

511 The Ecology of Technological Innovation in the Classroom (document)

11-1 11-2 11-3 R4-1 R4-2 R4-3

4 3 3 1 1 1

Orange/M Orange/E Orange/T Black/M Black/E Black/T

565 ETEC 565 Blog Site (external link) o http://blogs.ubc.ca/lacour565/

12-1 12-2 12-3 R5-1 R5-2 R5-3

3 3 3 1 1 2

Blue/M Blue/E Blue/T Black/M Black/E Black/T

521 Blog (external link) o http://blogs.ubc.ca/etec521/tag/mlacoursiere

/

13-1 13-2 13-3

4 2

Red/M Red/E Red/T

510 Science 10 Moodle site (internal link) o http://www.lacour.ca/moodle/course/view.p

hp?id=10

14-1 14-2 14-3 R6-1 R6-2 R6-3

6 4 3 1 1 1

Blue/M Blue/E Blue/T Black/M Black/E Black/T

522 Light Track – Elevator Pitch (video) 15-1 15-2 15-3

4 2

Red/M Red/E Red/T

521 First Nations Internet and Communications Technologies (document)

16-1 16-2 16-3

6 4

Red/M Red/E Red/T

R7-1 R7-2 R7-3

3 1 1

Black/M Black/E Black/T

522 Light Track – Venture Proposal (video) 17-1 17-2 17-3

6 4

Red/M Red/E Red/T

522 Blog (external link) o http://blogs.ubc.ca/etec522sept09/tag/lacour

siere/

18-1 18-2 18-3 R8-1 R8-2 R8-3

6 3 1 1 2

Red/M Red/E Red/T Black/M Black/E Black/T

520 Instructor for a Day (document) 19-1 19-2 19-3

4 3

Orange /M Orange /E Orange /T

520 Vice President for a Day (document) 20-1 20-2 20-3

4 2 4

Orange /M Orange/E Orange/T

520 Chief Civil Servant for a Day (document) 21-1 21-2 21-3 R9-1 R9-2 R9-3

4 3 3 4 1 2

Orange/M Orange/E Orange/T Black/M Black/E Black/T

590 Reflections R1-9 1 Black Future Learning and Knowledge

F5 F6 F7 F8 F9

4 4 4 4 2

Grey/M Grey/E Grey/T Grey/M Grey/M

Tools The site will be housed on my domain lacour.ca where I have the open source software

Wordpress and Moodle installed. Wordpress, my primary tool, allows you multiple sites with different

purposes and themes and my eP will be located at lacour.ca/ep. Moodle will be used to display some of

my bigger pieces such as entire high school courses made during and for the MET program.

I will also be using a variety of free web tools including video and document sharing sites,

software photo editor Paint.net as well as any tools used in the variety of artifacts. Another interesting

piece of software I plan to use is Lego’s Digital Designer which allows me to use digital Lego pieces to

build virtual Lego structures. I see this software as being crucial to the overall visual element of my

portfolio.

Assessment Rubric Criteria Level 1 Level 2 Level 3 Artifacts Artifacts are poorly

integrated, insufficient in number or lack connection to the overall portfolio.

There are numerous artifacts but lack connection to the portfolio as a whole.

The portfolio contains numerous and diverse artifacts that have significant meaning to the overall portfolio.

Educational Theory and Research

The portfolio fails to portray an understanding of educational theory and current research. Theory is not linked to professional practice and there is little to know critical evaluation.

The portfolio demonstrates either understanding of current research or educational theory but fails to link them to professional practice.

The portfolio connects current research, educational theory and critical evaluation in a manner that clearly shows professional growth and understanding.

Reflection Reflection is minimal, superficial or absent altogether.

Reflection is present but fails to dig deep into the meaning of the artifacts.

Reflection is professionally-related, deep and shows an ongoing development of new skill and understanding.

Presentation and Media Use

Use of multimedia is lacking or superficial. Only a few forms of media are used. The overall presentation is lacking and unappealing.

Multiple forms of media are used but the portfolio lacks overall visual and media appeal.

Multimedia is used to enhance the overall presentation of the portfolio. Each piece is clearly linked to the finished product and makes the portfolio appealing to a wider audience.

Navigation Navigation is unclear or difficult for visitors.

Navigation is easy but lacks consistency.

Navigation is clear and consistent between all pages and artifacts.

Professional Look and Feel

Portfolio seems unprofessional, unpolished and has obvious errors.

Portfolio is free of major errors but seems unprofessional in some manner, either the writing, visuals or layout is amiss.

The entire portfolio has a polished and professional look and feel. Visitors will be impressed by the professional content, visuals and multimedia.

References Papert, S. (1991). Situating Constructionism. Retrieved from

http://www.papert.org/articles/SituatingConstructionism.html