E-Portfolio Introduction

The following are my program learning goals when I first applied to the Post-Baccalaureate Diploma in Instructional Design.  Though my career focus has changed, these goals remain the primary purpose behind my choice to begin my Masters journey.

1) Explore Career Enhancement

My original learning goal was to infuse my teaching career with new life. 

I’ve been a teacher of sorts my whole life.  From bossing around the neighbourhood kids when I was young, to my obsession with brand new school supplies, I knew I would always be a teacher.   I completed my Bachelor of Science and Bachelor of Education degrees in a combined program at the University of Alberta in 2001 and jumped into teaching with both feet.  I taught junior and high school math and science for over 10 years in rural Alberta in  unique settings, including outreach and distance education.  I have been fortunate to teach students from cultures and backgrounds very different from my own and worked with students in traditional classroom settings and at a distance through online learning.

After more than a decade of teaching and giving the profession everything I had, I began to wonder what was next for me.  I needed to infuse my daily practice with new ideas and perspectives.  Rural education posed challenges as well, including the lack of professional interaction with colleagues.  I had difficulty finding relevant professional development for my teaching context, especially when I was the only grade 7 – 12 math teacher at my school.  Without receiving feedback from colleagues in similar situations, it was difficult to gauge how I could improve my professional practice and grow and a teacher.  I explored the idea of taking a few Masters courses to give my career a boost. 

First Day of School!

My Classroom, September 2014

2) Explore Career Advancement

After researching the different graduate programs in education out there, I was drawn to programs highlighting educational technology and instructional design.  After working for many years teaching in different learning environments and serving my school division as the Moodle administrator, I was interested in learning the theory and practice of how courses are put together to best serve students.  While I had no desire to move into an administrative role in a school, I was intrigued by position postings for curriculum and instructional designers during the last math curriculum redevelopment by the Alberta Government.  I wanted to measure what I had learned in terms of instructional design through my own practice against current theories and best practice offered by experts in the field.   I was open to moving out of the classroom and into a different type of role in education.

3) Build Confidence in Professional Competencies

Perhaps more importantly, beneath the career aspirations, was the need to build my confidence.  I wanted to feel that I could contribute meaningfully in the realm of education, and perform academically to a level I could be proud of. 

It was my principal at the time who asked me, “What would you start today that you would be proud to look back on in one year?”  This simple question helped me reflect on my current teaching practice and look at what I needed to do to move past that feeling of being professionally stuck.  I applied to Athabasca University initially at the urging of my principal.  She believed in me at a time when I did not.  I had been out of formal education for ten years and found the idea of learning how to learn again daunting.

Athabasca University was a beacon for me.  The laddered Masters program, through the Post-Baccalaureate Certificate, Diploma, and full Masters degree made learning more accessible and approachable to me.  I, however, lacked the confidence to apply right away.  After researching the program, I waited another whole year before applying.  I had no intention of completing a full Masters program as I did not believe I was capable of it.  I originally enrolled in the Post-Baccalaureate Certificate in Instructional Design (PBCID), which is a three-course program, but due to a fortunate clerical error, I ended up enrolled in the six-course diploma program. 

Now that I am at the end of my program of studies, I can reflect on my original learning goals through chosen artefacts and consider how I have changed and grown through this journey.

I chose five artefacts to represent the achievement of identified program competencies and my personal learning goals.

My first learning goal of exploring career enhancement is shown through artefacts 1 and 4.  In artefact 1, my critical review dusted off my research and writing skills to give my career a boost.  Artefact 4, the collaborative group project, helped further develop my planning and communication skills when working with group members in a challenging environment.

My second goal of career advancement is shown through artefacts 2, 3 and 5.  Artefact 2, the business plan, explored the business side of distance education, which was a new aspect of education for me.  Artefact 3, the gamification module, demonstrated my new skills in instructional design that I had developed in both my M.Ed. (DE) program and in my new job.  Artefact 5, the mobile learning proposal, showcased the integration of skills in both the business of education and instructional design.

My third learning goal of boosting my confidence in my professional abilities is demonstrated through each of the five artefacts.  The artefacts were chosen as snapshots of learning across my M.Ed. journey.  My professional development through hard work and perseverance influenced my personal growth, shaking off any worry that I was not as capable as my fellow students.  These artefacts, when looked at as a whole, show a graduate student developing the skills required in a well-rounded professional.  They show the integration of theory and practice, and my progress from the role of learner to practitioner.