To obtain the most value, please read this e-portfolio in the order it is presented.
Rationale and Procedure for an e-Portfolio
Barrett (2010) outlines the two main purposes of an e-portfolio: learning or reflection, and showcasing work: portfolio as process, and portfolio as product. Although I am firmly perched on a fence overlooking each of these aspects and benefits of an e-portfolio, I lean just a bit more decidedly to the elements of an e-portfolio which lend themselves to reflection.
In fact, the journey through each of the eleven courses taken to meet the requirements of my MDE has been progressively introspective and reflective, largely as a result of the need to post to forums* (see details in my introduction). From the first course I took, engaging in critical reflection of both process and product has been the most prominent and significant learning activity. However, it is the process for me which takes on more weight than the product. Indeed, an innocent forum comment I made in MDE 610: Introduction to Current Distance Education Technologies (see excerpt) which resulted in a minor class brouhaha led to a considerable review of “process” and gave birth to a very passionate paper, Synchronicity Squared, regarding the benefits of immediate and long-term reflection as well as the advantages of synchronous and multiple methods of online communication and networking.
This e-portfolio, then, is more of a meta-reflective activity—reflecting on my reflections—than it is a showcase of my work. Although it smacks of a chicken-and-egg conundrum (what comes first? the work or the thought that went into it? which is more important?) it is foremost a synthesis of the thoughts and processes which informed my learning. The results are before you; I welcome your comments!
*Understanding the correct term for the plural of forum is actually fora, the word forums has been used consistently by students and faculty throughout my graduate studies. I therefore continue to use it in this e-portfolio.
Reference:
Barrett, H.C. (2010). Balancing the Two Faces of e-portfolios. Educação, Formação & Tecnologias, 3(1), 6-14. [Online], Available online: http://eft.educom.pt
In fact, the journey through each of the eleven courses taken to meet the requirements of my MDE has been progressively introspective and reflective, largely as a result of the need to post to forums* (see details in my introduction). From the first course I took, engaging in critical reflection of both process and product has been the most prominent and significant learning activity. However, it is the process for me which takes on more weight than the product. Indeed, an innocent forum comment I made in MDE 610: Introduction to Current Distance Education Technologies (see excerpt) which resulted in a minor class brouhaha led to a considerable review of “process” and gave birth to a very passionate paper, Synchronicity Squared, regarding the benefits of immediate and long-term reflection as well as the advantages of synchronous and multiple methods of online communication and networking.
This e-portfolio, then, is more of a meta-reflective activity—reflecting on my reflections—than it is a showcase of my work. Although it smacks of a chicken-and-egg conundrum (what comes first? the work or the thought that went into it? which is more important?) it is foremost a synthesis of the thoughts and processes which informed my learning. The results are before you; I welcome your comments!
*Understanding the correct term for the plural of forum is actually fora, the word forums has been used consistently by students and faculty throughout my graduate studies. I therefore continue to use it in this e-portfolio.
Reference:
Barrett, H.C. (2010). Balancing the Two Faces of e-portfolios. Educação, Formação & Tecnologias, 3(1), 6-14. [Online], Available online: http://eft.educom.pt
Purpose and Elements of an e-Portfolio
This e-portolio has been developed to demonstrate my mastery of the core skills, knowledge and competencies of the Athabasca University Master of Distance Education (MDE) program: problem-solving, analysis and decision-making; instructional design and development; communication technologies and networking; communication and interpersonal skills; research; and management, organization and leadership.
The five core and six elective courses I took to complete the MDE program requirements were:
Core Courses
MDDE 601. Introduction to Distance Education and Training. Instructor: Doug Crawford
MDDE 602. Research Methods in Distance Education. Instructor: Tom Jones
MDDE 603: Foundations of Instructional Design. Instructor: Rick Kenney
MDDE 604: Instructional Design in Distance Education. Instructor: Griff Richards
MDDE 605: Planning and Management in Distance Education. Instructor: Roger Powley
Elective Courses
MDDE 610: Introduction to Current Distance Education Technologies. Instructor: Jon Baggeley
MDDE 611: Foundations of Adult Education. Instructor: Tara Gibb
MDDE 612: Experiential Learning. Instructor: Maureen McCallum
MDDE 617: Program Evaluation in Distance Education. Instructor: Mary Kennedy
MDDE 618: Instructional Project Management. Instructor: Brad Eastman
MDDE 621: Online Teaching in Distance Education and Training. Instructor: Krista Frances Psocente
A specific and detailed account of the learning I have acquired is provided in the Competencies section of this e-portfolio, where a description of the competency being addressed is followed with critical and self-reflection of the experience linked to it.
Artefacts (course work, assignments, projects, presentations and examples of learning derived through my work as an instructional designer) are included to give evidence of the competencies I have acquired.
The five core and six elective courses I took to complete the MDE program requirements were:
Core Courses
MDDE 601. Introduction to Distance Education and Training. Instructor: Doug Crawford
MDDE 602. Research Methods in Distance Education. Instructor: Tom Jones
MDDE 603: Foundations of Instructional Design. Instructor: Rick Kenney
MDDE 604: Instructional Design in Distance Education. Instructor: Griff Richards
MDDE 605: Planning and Management in Distance Education. Instructor: Roger Powley
Elective Courses
MDDE 610: Introduction to Current Distance Education Technologies. Instructor: Jon Baggeley
MDDE 611: Foundations of Adult Education. Instructor: Tara Gibb
MDDE 612: Experiential Learning. Instructor: Maureen McCallum
MDDE 617: Program Evaluation in Distance Education. Instructor: Mary Kennedy
MDDE 618: Instructional Project Management. Instructor: Brad Eastman
MDDE 621: Online Teaching in Distance Education and Training. Instructor: Krista Frances Psocente
A specific and detailed account of the learning I have acquired is provided in the Competencies section of this e-portfolio, where a description of the competency being addressed is followed with critical and self-reflection of the experience linked to it.
Artefacts (course work, assignments, projects, presentations and examples of learning derived through my work as an instructional designer) are included to give evidence of the competencies I have acquired.