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representation – expression – engagement

COURSE:  ETEC 590 (Elective Course), Graduating Project, Course Description

TYPE OF ASSIGNMENT:  Individual ePortfolio

TITLE:  representation | expression| engagement 

 


OBJECTIVE:

To create and present a capstone research experience in order to highlight and showcase who I am as an educator and researcher into theory and practice of educational technology integration.  To gather, organize, analyze, synthesize and present evidence to demonstrate my competencies, values and beliefs regarding educational technologies in the form of an ePortfolio.

DESCRIPTION:

When I started the MET program, I knew that I wanted to do the Graduating Project as a capstone experience for a couple of reasons.  First of all, the MET program is course-based as opposed to thesis-based.  As such, I wanted to be able to present a final representation of my learning in the program. Secondly, although I currently live and teach in Alberta, I wanted to keep my options open.  If I ever plan on moving to and teaching in British Columbia, it will be necessary for me to have completed this graduating project in order to qualify for the competencies required by the Teacher Qualification Service (TQS) in the province of British Columbia.  At the same time that I started the MET program, in September 2008, I started studying Universal Design for Learning (UDL), and this grounded my research for many of my assignments.  Throughout my three years in the program, UDL was a topic that I became passionate about and is now the model and structure of this final ePortfolio.

At the beginning of ETEC 590, I developed a proposal for my graduating project.  Writing the proposal helped me to unpack my ideas and start to envision the final ePortfolio; it gave me a plan to follow if adjustments needed to be made to the proposed timeline allowing me to complete the ePortfolio in the 13 weeks of the course.

Download .pdf version:  ETEC 590 ePortfolio Proposal – Camille Maydonik

ePORTFOLIO GUIDED TOUR:

I used three main pieces of software to create the guided tour for my ePortfolio: iMovie, GarageBand, and Camtasia.

Audio:  GarageBand

I used GarageBand to record the audio at the beginning of my guided tour when I am showing a variety of screen captures.  I used the built-in microphone of my computer to record my narration, which had been scripted prior to starting production of my guided tour.  I exported my recordings to iTunes which then allowed me to import the .mp3 files into iMovie.

Screen Cast: Camtasia

Once I got the hang of this software, Camtasia was easy to work with.  When I was happy with my screen casts, I was able to export the files into .mp4 format in order to upload the screen casts into iMovie.

Video Production: iMovie

I chose to use iMovie to produce my guided tour as I have become comfortable with this software after having used it for my media productions, inNOvation & Global Culture, in ETEC 531.  With iMovie I was able to edit my guided tour by adding transitions, titles and the background music.  I chose the music from the selection that is offered in iMovie.

Creating the guided tour was a worthwhile experience as it had me take a very close look at my ePortfolio.  Because of this, I picked up on some spelling mistakes and navigational issues that I was able to fix before submission of my final project.  My guided tour ended up being longer than I anticipated, however, upon revision, I believe that it provides a way to review my artifacts with attention to learning theory, links that I have made as I constructed the ePortfolio, and to the role and integration of technology in my context.

To create my ePortfolio website, I used WordPress; free web software that you can use to create a website or blog.

VIEW:

representation | expression| engagement 

 

representation & expression & engagement

UDL Guidelines:

I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action and Expression

III. Provide Multiple Means of Engagement

Moon (2010) in her explanation of how reflection is related to the learning process states, “A particularly important means by which reflective activity generally supports learning is through the encouragement of metacognition. Metacognition is the awareness of one’s own cognitive functioning – in this case, learning” (p. 7). I like to think of metacognition as how we know what we know and I believe that this ties in with the three broad principles of UDL. My final ePortfolio demonstrates that I can represent and express what I have learned over the last three years in different ways, including but not limited to, research papers, media productions, weblogs, and visual representations.

REFERENCE:

Moon, J. (2001) PDP Working Paper 4 – Reflection in Higher education Learning. ltsn generic centre, Learning and Teaching Support Network.

 

representation    |     expression    |     engagement