Final Paper And Folio You Will Create A Folio That Includes ✓ Solved
Final Paper and Folio You will create a Folio that includes
You will create a Folio that includes redesigned activities from prior coursework in your program (MACI, MAECEL, MAED, MASE, or MATLT) 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 Folio construction. The overarching goal of this Final Paper and Folio 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 Folio, 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 Folio 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 Folio 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.
Creating the Final Paper and Folio Please include a link to the Folio within the paper portion of this assignment. As needed, refer to your Program Learning Outcomes (PLOs) list ( MACI, MAECEL, MAED, MASE, or MATLT ) then create your final assignment to meet the content and written communication expectations below.
Content Expectations
Folio Components: Include at least one artifact demonstrating mastery for each of your Program Learning Outcomes (PLOs) (MACI, MAECEL, MASE, or MATLT). Folio Design: Design the Folio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the Folio logically organized in a visually appealing way.
Narrative – Ranking: 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: In no more than two paragraphs discuss the design and development challenges experienced while creating the Folio and how challenges were overcome.
Written Communication Expectations
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: Use APA formatting consistently throughout the assignment. Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Source Requirement: Reference three 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.
For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center.
Paper For Above Instructions
The creation of a professional Folio which showcases redesigned activities and effectively demonstrates academic competence is an essential aspect of the Master’s Program in Education. This paper aims to explore the various components of the Folio, detailing how they encapsulate my learning experiences throughout this educational journey, particularly emphasizing the Program Learning Outcomes (PLOs) defined within my program specialization.
Overview of My Educational Journey
Throughout my Master’s program, I have engaged in various coursework that has contributed significantly to my development as an educator. As I reflect on my experiences, the knowledge and skills acquired throughout my studies will be illustrated through artifacts included in my Folio. The structure of the Folio has been designed not only to present these artifacts but to tell a cohesive story about my growth and competencies. I have learned to leverage technology effectively in my teaching practice, which is showcased through the digital and web-based format of my Folio.
Program Learning Outcomes
PLO 1: Pedagogical Content Knowledge
The first PLO focuses on pedagogical content knowledge, which emphasizes the significance of understanding how to effectively teach subject matter. In my current role, I have consistently applied this knowledge through lesson planning and instructional design, ensuring that my teaching strategies are tailored to my students’ needs. In envisioning my ideal work environment, this skill will be an essential asset for fostering effective learning outcomes.
PLO 2: Technology Integration
Technology integration is paramount in today’s educational landscape. This PLO resonates with my experiences in recent projects where I effectively utilized digital tools to enhance student engagement. The Folio showcases examples of technology integration in my coursework, demonstrating my readiness to implement these strategies in future teaching positions. I believe further use of technology can profoundly impact student interactions and learning processes.
PLO 3: Ethical Practices in Education
Understanding ethical practices in education is crucial for any educator. Ranking this PLO third does not diminish its importance; rather it highlights my belief that technology must align with ethical standards. In my experience, I have encountered scenarios that required careful consideration of ethical implications of technology use in education, and this PLO serves as a guide in navigating such complexities.
Challenges and Solutions in Creating the Folio
Embarking on the journey of constructing my Folio presented a unique set of challenges. One of the primary hurdles was organizing the content in a manner that offered clarity and flow. Initially, I struggled with determining which artifacts to include and how to present them effectively. To overcome this, I sought feedback from my peers during the Week Six discussion, which proved invaluable in identifying which elements best represented my competencies.
Another significant challenge was ensuring that the design of the Folio was visually appealing and professional. After experimenting with different layouts, I ultimately chose a clean, streamlined design that prioritized ease of navigation. This process underscored the importance of user experience in educational technology, further informing my approach as an educator.
Conclusion
In conclusion, the creation of my Folio represents a significant milestone in articulating my journey through the Master’s Program. It not only demonstrates my mastering specific Program Learning Outcomes but also reflects the transformative experiences over the course of my studies. I am confident that the skills acquired through these experiences will enable me to excel in a professional teaching role and positively impact the learning experiences of my future students.
References
- Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. John Wiley & Sons.
- Dede, C. (2006). Planning for Neomillennial Learning Styles: Implications for Educators. EDUCAUSE Review, 41(2), 12-28.
- Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century: A Community of Inquiry Framework for Tertiary Education. Routledge.
- Harris, J., & Hofer, M. (2009). Technological Pedagogical Content Knowledge in Action: An Approach to Teacher Education. Journal of Teacher Education, 60(1), 49-62.
- Koehler, M. J., & Mishra, P. (2005). What Is Technological Pedagogical Content Knowledge? Changes and Challenges in Teacher Education: 1-18.
- Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press.
- Robinson, K. (2009). The Element: How Finding Your Passion Changes Everything. Viking Press.
- Willoughby, T., & Wood, E. (2008). Exploring the Roles of Technology in Learning. Contemporary Issues in Technology and Teacher Education.
- Knowles, M. (1980). The Modern Practice of Adult Education: Andragogy versus Pedagogy. Englewood Cliffs, NJ: Cambridge Books.
- Schrum, L., & Levin, B. B. (2012). Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. Corwin Press.