EDU696 AU Week 6 Use of Technology to Communicate Effectively Project Week 6 – Final Paper and ePortfolio
Final Paper and ePortfolio
You will create an ePortfolio that includes redesigned activities from prior coursework in your program (MAED or MASE) that demonstrate your competency with your Programs Learning Outcomes, which are also the Course Learning Outcomes for EDU 696. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from your Master’s Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. Within this ePortfolio, you will tell the story of your educational journey and value of your personal Master’s experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment.
Creating the Final Paper and ePortfolio
Please include a link to the ePortfolio (Links to an external site.) within the paper portion of this assignment. As needed, refer to your Program Learning Outcomes (PLOs) list (MAED or MASE). Then, create your final assignment to meet the content and written communication expectations below.
Content Expectations
ePortfolio Components (5 Points): Include at least one artifact demonstrating mastery for each of your Program Learning Outcomes (PLOs) ( MAED or MASE).
ePortfolio Design (3 Points): Design the ePortfolio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the ePortfolio logically organized in a visually appealing way.
Narrative – Ranking (5 Points): In no more than one paragraph for each Program Learning Outcomes, rank and discuss the importance of each PLOs to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.
Narrative – Challenges and Solutions (5 Points): In no more than two paragraphs discusses the design and development challenges experienced while creating the ePortfolio and how challenges were overcome.
Written Communication Expectations
Page Requirement (.5 points): Include one paragraph for each of the Program Learning Outcomes for a total of two to three pages (not including the title and reference pages).
APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Source Requirement (.5 points): Reference four to five scholarly sources in addition to the course textbook.
All sources on the references page need to be used and cited correctly within the body of the assignment. 1. The MASE graduate designs appropriate learning experiences for students with exceptionalities that are informed
by diverse cultural experiences and varied patterns of learning and development.
2. The MASE graduate creates a safe, inclusive, culturally responsive environment that cultivates active and effective
learning for students with exceptionalities.
3. The MASE graduate plans cross-disciplinary learning experiences that promote individualized academic and social
abilities, attitudes, values, interests, and career options for students with exceptionalities.
4. The MASE graduate synthesizes results from evidence-based assessments to guide educational decisions for
individuals with exceptionalities.
5. The MASE graduate incorporates cross-disciplinary skills using evidenced-based instructional strategies for
students with exceptionalities.
6. The MASE graduate evaluates special education ethical principles and standards that are driven by the many
aspects of diversity and social justice, which are used to advance the profession.
7. The MASE graduate constructs an action research proposal that addresses local or global issues related to
individuals with exceptionalities.
8. The MASE graduate integrates positive collaborative practices with various stakeholders to address the needs of
students with exceptionalities across a range of learning experiences.
Graduates of Ashford University will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Demonstrate the ability to read and think critically and creatively;
Demonstrate the ability to communicate effectively in speech and in writing;
Demonstrate the ability to communicate effectively through the use of technology;
Demonstrate an understanding of the various forms of diversity;
Demonstrate an understanding of the interdependence among living beings, the environment and humanlycreated systems;
Demonstrate competence in their major fields of study;
Demonstrate an understanding of service directed at meeting the needs of others;
Demonstrate the ability to draw information from different fields of study to make informed decisions; and
Develop skills and abilities that provide for lifelong learning.
EDU696
Week Six Instructor Guidance
Congratulations on achieving all you have in the class thus far! We are now entering the
final week of the course. Give yourself a round of applause! Over the past five weeks
you dove deep into all the program learning outcomes for the MAED or MASE program.
Week Six Intellectual Elaboration
The Week Six intellectual elaboration provides a recap of the EDU696 course, explores
teacher leaders, and offers some final words for the course.
EDU696 Recap
As the course comes to a close, reflect back on what has been mastered these past six
weeks.
In Week One a review took place with the Framework for 21st Century Learning by
redesigning an activity that represented 21st Century Learning through incorporation of
Student Outcomes and Support Systems. Additionally, there was a discussion on
diversity in regards to 21st Century Teaching and Learning.
Week Two offered discussion on Common Core State Standards (CCSS) and a
summarization on the understanding of the CCSS in Math and English Language Arts.
In Week Three, a reflection on critical thinking and problem solving in the classroom and
a review of the Flipped Classroom concept. The redesign activity focused on 21st
Century Learning & Innovation Skills and student assessment; making a connection
between high quality assessment and Learning and Innovation Skills.
Week Four included the all- important step of sharing your previously experienced peer
reviewed action research process. The presentation included a brief discussion on the
purpose of your study, a listing of research questions, a description of the outcomes and
results of the study and identification of the modifications/adjustments that could be
made if another completed action research cycle was done. You assumed the role of
presenter at a professional conference and included the creation of a poster that
outlined the action research for participants at the conference to view. Moreover,
continued development of your ePortfolio transpired.
In Week Five, the opportunity to sharpen your collaboration skills took place in mock
Professional Learning Communities (PLC). An informative proposal was written to
persuade an Analyst’s Office of the importance of incorporating technology when
collaborating with other teachers in the state.
This final week, Week Six, you reflect upon your learning during this course, successes,
and areas for improvement with regard to action research. Finally, there will be a
culmination of all knowledge and skills into a Final Project and formal ePortfolio.
Teacher Leaders
Teachers have a powerful role in the classroom and larger school community. School
teachers, administrators, and educators/ trainers make countless decisions each day
that affect many people. As such, it is important for educators to ground their decisions
in research. When we can ground our decisions in research based best practices, a
shift in designing curriculum and managing resources that incorporate 21st century
professional development skills can transpire. By shifting our thoughts to 21st century
professional development skills, teacher leaders and administrators can widely impact
school goals ranging from improved teaching practices, to shaping professional
development needs around classroom and community relations. Administrators and
teacher leaders can directly link professional development to the developmental
priorities for the school community.
A Final Word
As a final word—for those of you who want the challenge (and if you are just finishing a
Master’s program, it may be the last thing on your mind just now), taking the final step
and going after a Doctorate can be incredibly rewarding. It can open professional doors,
and can give you the feeling that you can accomplish anything. It is a lot of work,
however, and requires time, effort, and money, so it is not a decision to make lightly. If
you decide to pursue a Doctorate degree, good luck! And if you do decide to take on
any formal research project, the things you have learned in the MAED or MASE
program at Ashford University will help you to be successful.
Week Six Assessments Overview
Review the full instructions for each assessment below on the Week Six homepage in
addition to using this guidance.
Discussion 1- Reflecting on your Coursework
In this discussion, you share your takeaways from this course and how action research
can influence educational change within the classroom, district and nationwide. As well,
you will post your final ePortfolio to acquire feedback from your peers and the instructor.
Remember to submit early in the week so there is ample time for feedback and change
as necessary.
Assignment – Final Paper and ePortfolio
In this assignment, you will create a web-based ePortfolio that includes redesigned
activities from prior MAED or MASE coursework that demonstrates your competency
with the nine Program Learning Outcomes. Additionally, you will write a narrative
reflection of your experience with the program and ePortfolio construction.
Required Resources
Article
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119122. doi:10.3200/TCHS.81.3.119-122
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In this article, Phelps discusses the need for school improvement is based on the
idea that more teachers need to function as leaders. When we understand the
various dimensions of teacher leadership, we can fulfill multiple roles at the school.
This resource will support student completion of the discussions and assignment for
this week. The full-text version of this article is available through the EBSCOhost
database in the Ashford University Library.
Website
Pathbrite (Links to an external site.). (http://pathbrite.com)
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This website provides an ePortfolio resource. This resource will support student
completion of the final project, as well as discussions and assignments throughout
the course.
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