2017

MET ePortfolio Proposal

ETEC 590
SUSAN BEELEY

DR. FRANC FENG | UBC

Statement of Purpose

In 2015 the Ministry of Education in the Province of British Columbia began to work on

changes to the curriculum (Province of British Columbia, 2017). These changes included a

decrease in the amount of content covered, thereby giving teachers and students greater

freedom in the direction of teaching and learning in the classroom. Further, the inclusion of

Core Competencies recognises the importance of students abilities to communicate,

collaborate, and reflect on themselves as individuals and as members of a community.

These changes no longer fit within the structure of a traditional classroom where

teachers are the sage on a stage but favours more of a guide on the side approach (King,

1993). An educational system that is based on the industrial revolution no longer meets the

needs of students or their future employers who are looking for innovative problem solvers

(Robinson, 2010; Robinson, 2013).

Following thirteen years teaching in mainstream classrooms in England, UK I was ready

for a change and Distributed Learning seemed a good fit. With this in mind, I began my MET

journey in January 2015. Things have changed tremendously since then. I now have a

continuing position in an Alternative Learning Center working with at-risk youth. My underlying

goal, however, has remained the same, I want to engage students in an environment that is

other when compared to a traditional classroom.

Through collaborative efforts, over the past three years, I have begun to define what this

other might look like. It embraces the diversity of our learners, the new BC curriculum, and a

constructivist approach to teaching and learning where students are learning about how they

learn and the classroom is transformed into a place of growth and engagement. I am hoping to

share what I have learned about the role of technology in supporting digital natives in their

learning journey with others.

Audience

Given the purpose described above, the intended audience for my e Portfolio includes the

following:

Colleagues in MET, past, present and future;

The evaluating instructor and others involved in review process;

Administrators, teachers, and others involved in education and working with students

within BC.

Objectives

Demonstrate familiarity with and understanding of theory/research in the use of

technology in educational settings, particularly in light of BCs recent curriculum

changes;

Demonstrate an ability to critically evaluate and draw conclusions about the work

presented in relation to previous theory/research;

Generate research findings and/or explicitly link theory and research to practice;

Create a concrete product that demonstrates my ability to derive and represent linkages

and applications;

Demonstrate my own learning journey;

Be evaluated by at least two qualified Faculty of Education representatives (e.g., faculty,

instructors).

To develop my own reflective abilities so that I can better guide my students in reflective

processes.
Procedure and Evidence

I will use the metaphor of the Enlightenment to organise my thoughts as I begin to reflect

on and consolidate my understanding of the material that I have covered over the past three

years. I have selected this metaphor as the Enlightenment was a time of great change,

particularly in the areas of politics and philosophy, the emerging scientific method, and means of

communication.

Enlightenment thinkers in Britain, in France and throughout Europe questioned

traditional authority and embraced the notion that humanity could be improved through

rational change.

(A&E Television Networks, 2017)

This mirrors a movement in education away from the teacher as an authority figure towards

the teacher as a facilitator of knowledge and the development of a more student centered

approach as is exemplified by the constructivist approach. I will follow the outline below in both

my navigation and selection of artifacts.

1. Pre enlightenment: This represents traditional classrooms

where teachers are viewed by students as figures of authority

and deliverers of information. Education was based on the

industrial revolution and was designed much like an assembly

line.

a. Sir Kenneth Robinson: Changing education paradigms

(2010), How to escape educations Death Valley

(2013).
2. Recognise the need for change: This section will consider theories of learning and will

present constructivism as other:

a. ETEC 512:

i. An unlikely partnership?: Thought paper #1 (Beeley, 2016);

ii. Paper by Baviskar, Hartle and Whitney (2009) Essential Criteria to

Characterize Constructivist Teaching;

iii. Importance of prior knowledge: Thought paper #3 (Beeley, 2016).

3. Embracing the changes: This section will contain artifacts that teachers might find

useful in embracing the use of technology (rather than ruing its misuse) when teaching

digital natives. It also contains artifacts that consider theories of learning and an

introduction to constructivism.

a. ETEC 511:

i. Design Purpose and Pedagogy: The use of Technological Tools in

Education (Beeley, 2015);

b. ETEC 530:

i. An Overview of Constructivism and Inquiry Based Learning: Professional

Development Workshop (Beeley, 2016);

ii. Lords Constructivist Model (Burrowes, 2003).

c. ETEC 533:

i. Website: Get Going with GAFE (Beeley, Hardy, Nichols & Quarrie, 2016);
4. Enlightenment: This represents the pedagogical shift to constructivism and its student

centered approach to teaching based on reflective teaching practice regarding what

works for student learning as determined by scientific, objective observation rather than

blindly following the latest trend in education. The teacher now acts as a facilitator of

knowledge while allowing for a change in classroom politics and philosophy. Further,

changes in communication are represented by greater diversity of demonstrations of

learning and assessment.

a. ETEC 512:

i. The Role of Triangulation: Thought paper #2 (Beeley, 2016);

ii. Website on constructivism and inquiry based learning (Beeley, Falconi &

Ross, 2016).

Scientific methods in educational practice:

a. ETEC 533:

i. Learning styles: Concepts and evidence (Pashler, McDaniel,

Rohrer & Bjork, 2009);

ii. Video on novice to expert and misconceptions (Beeley & Edwards,

2016);

iii. Reflective Paper: Technology in the Mathematics and Science

Classroom (Beeley, 2016).

b. ETEC 500:

iv. Analytical critique of paper (Beeley, 2015);

v. Methodological critique of paper (Beeley, 2015).

Changes in classroom Politics and Philosophy:

a. ETEC 521:

i. Infusing Science Curriculum with Traditional Knowledge (Beeley, 2016).

b. ETEC 530:

i. Integrating Western and Aboriginal sciences: Cross-cultural science

teaching (Aikenhead, 2001);

ii. Inquiry Based Approach for at-risk youth (Beeley, 2016).

c. ETEC 500:

i. Strategies and Structures in Distributed Learning: Engaging and

Motivating Students (Beeley, 2015).

d. ETEC 510:

i. Flip one lesson: Curriculum Guide (Beeley, Charron, Gulpechina, Hurst, &

Silvestre, 2015).

e. ETEC 565M:

i. Scaffolded Mindfulness: Forecasting Project (Beeley, 2017).

 Changes in communication:

a. ETEC 531:

i. Hidden Figures: Curriculum Guide (Beeley & Webber, 2017);

ii. Cultural Appropriation: Media Production (Beeley & Webber, 2017).

b. ETEC 565M:

i. Achieve 3000: Achieving success for college and career readiness

(Beeley, 2017).

ii. Mobile collaboration website (Beeley, Cramer, Fung, Huck & Telford,

2017).

This collection of artifacts will be presented through a Wix webpage and will be

organised in accordance with the selected metaphor of the Enlightenment. The artifacts

selected represent a synthesis of artifacts created by others that heavily influenced my practice,

and artifacts I have created reflecting on theory. They are intended to demonstrate the use of a

variety of educational technologies in their creation such as Prezi, Camtasia, Lucidpress,

Google Apps for Education, and Weebley. Examples have been contrasted where possible to

demonstrate growth in skills around design and use of media, and the recognition of the

affordances of the various technological tools.

Timeline
Week Dates
4 September 25-October 1
5 October 2 - 8
6 October 9 - 15
7 October 16 - 22
8 October 23 - 29
9 October 30 November 5
10 November 6 - 12
11 November 13 - 19
12 November 20 - 26
13 November 27 December 3
Task
Prepare proposal for peer review according
to criteria provided.
Review proposals and provide feedback,
receive and evaluate feedback provided.
Create ePortfolio framework in Wix.
Work on ePortfolio. Set up navigation and
pages, determine theme.
Final selection of artifacts for each section
and draft outlines on of course content for
which artifact was created and rational
behind artifact.
Refine outlines by making direct links to
metaphor. Reflect on links between learning
in different courses and include these in
outlines. Submit 3 artifacts for peer
review, one for instructor.
Review artifacts submitted by others, receive
feedback on artifacts submitted. Reflect and
change as necessary.
Continue to construct and compile ePortfolio.
Make required changes as suggested above.
2nd review from/for peers and instructor.
Continue with editing and check links.
Review rationale and tour guide framework.
Final changes, work on guided tour.
Showcase final portfolio and guided tour and
submit assignment.
 Assesment Rubric
Looks like:
Concrete demonstration
of synthesis of course
components
Resulting in pedagogical
growth and learning
Through critical
evaluation preceding
conclusions on theory
around use of technology
to support teaching and
learning
That drives reflective
practice in integrating
technology in an
educational setting
(TPCK, SAMR)
Through a student
centered approach
embracing diversity of
learners and encouraging
engagement of all
individuals
That has been evaluated
by Faculty of Education
representatives and is
seen to be a useful, live
document for intended
audience including peers
and colleagues
(navigation and
presentation are user
friendly).
Limited Acceptable Excellent
Provides evidence of a synthesis of theory
and research
Uses a variety of different media
Connects artifacts using an underlying
theme/metaphor
Synthesizes reflections in a way that
demonstrates pedagogical learning
throughout the MET
Highlights evidence of personal/professional
growth
Contributes to and makes connections with
relevant classroom happenings
Critically evaluates and makes connections
between artifacts and theory
Demonstrates evidence of connections to
and application of theory on technology
Clearly links theory to practice
Connects new and old knowledge and skills
Recognises advantages and limitations of
technology
Connects learning to teaching practice
Critically evaluates work
Evaluates impact of MET learning on
students
Navigation and layout are intuitive and easy
to follow
Metaphor/theme is consistent throughout
Free from mechanical and grammatical
errors
Valuable to all audience members
APA format is followed throughout the
ePortfolio
References:

A&E Television Networks (2017). History: Enlightenment. Retrieved from

http://www.history.com/topics/enlightenment

Aikenhead, G. (2001). Integrating Western and Aboriginal sciences: Cross-cultural science

teaching. Research in Science Education, 31, 337-355. Retrieved from https://link-

springer-com.ezproxy.library.ubc.ca/content/pdf/10.1023%2FA%3A1013151709605.pdf

Baviskar, Hartle & Whitney (2009). Essential criteria to characterize constructivist teaching:

derived from a review of the literature and applied to five constructivist-teaching method

articles. International Journal of Science Education. Retrieved from

http://www.tandfonline.com/doi/abs/10.1080/09500690701731121

Beeley (2015). Article critique: Preparing preservice teachers in a diverse world. UBC.

Beeley (2015). Design purpose and pedagogy: The use of technological tools in education.

UBC.

Beeley (2015). Methodological critique: Quantitative vs. Qualitative research. UBC.

Beeley (2015). Strategies and structures in distributed learning: Engaging and motivating

students. UBC.

Beeley (2016). An overview of constructivism and inquiry based learning: Professional

development workshop. UBC.

Beeley (2016). An unlikely partnership? Thought paper #1. UBC.

Beeley (2016). Importance of prior knowledge: Thought paper #3. UBC.

Beeley (2016). Inquiry based approach: constructivist strategies and the at-risk learner. UBC.

Retrieved from http://susanbeeley.wixsite.com/inquirybasedapproach

Beeley (2016). Reflective paper: Technology in the mathematics and science classroom.

UBC.

Beeley (2016). The role of Triangulation. Thought paper #2. UBC.

Beeley (2017). Achieve 3000: Achieving success for college and career readiness. UBC.

Beeley (2017). Infusing science curriculum with traditional knowledge: Final paper. UBC.

Beeley (2017). Scaffolded mindfulness: Forecasting project. UBC. Retrieved from

https://susanbeeley.wixsite.com/a3mindfulness

Beeley, S. & Edwards, D. (2016). Acquiring expertise in mathematics and science: From

novices to experts. UBC. Retrieved from https://youtu.be/bG2m3B-vj7Y

Beeley, S., Charron, D., Culpechina, G., Hurst, C. & Silvestre, A. (2015). Flip one lesson: The

flipped classroom curriculum guide. UBC.

Beeley, S., Cramer, C., Fung, E., Huck, C. & Telford, R. (2017). Mobile Collaboration. UBC.

Retrieved from http://mobilecollaboration.weebly.com/

Beeley, S., Falconi, L. & Ross, M. (2016). ETEC 512: Constructivism. UBC. Retrieved from

http://etec512constructivismonline.weebly.com/

Beeley, S., Hardy, L., Nichols, L. & Quarrie, C. (2016). Get going with GAFE. UBC. Retrieved

from http://getgoingwithgafe.weebly.com/
Beeley, S. & Webber, E. (2017). Cultural appropriation [Video file]. UBC. Retrieved from

https://drive.google.com/file/d/0BwdXtbEtkUXRSEJjNk5pVm1KODg/view

Beeley, S. & Webber, E. (2017). Hidden Figures: Curriculum guide. UBC.

Burrowes, P.A. (2003). A student-centered approach to teaching general biology that really

works: Lords constructivist model put to a test. The American Biology Teacher, 65(7),

491-502. Retrieved from http://www.jstor.org/stable/4451548.

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35.

Retrieved from http://www.jstor.org/stable/27558571

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and

evidence. Association for Psychological Science 9(3) p 105-119. Retrieved from

http://www.jstor.org.ezproxy.library.ubc.ca/stable/pdf/20697325.pdf?refreqid=excelsior%3

Ac360597f6ebcd9eb79bf42062e695d7b

Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizons, 9(5), 1-6.

Retrieved from

http://www.emeraldinsight.com.ezproxy.library.ubc.ca/doi/pdfplus/10.1108/107481201104

24816

Province of British Columbia (2017). BCs New Curriculum. Retrieved from

https://curriculum.gov.bc.ca/curriculum

Robinson, K. (2010). Changing education paradigms [Video file]. Retrieved from

https://www.youtube.com/watch?v=zDZFcDGpL4U&t=109s

Robinson, K. (2013). How to escape educations death valley [Video file]. Retrieved from

https://www.youtube.com/watch?v=wX78iKhInsc&t=7s