Artifacts
The artifacts below are in chronological order over the course of my program
FALL
2015
FALL
2015
Hands-On Project
I selected this artifact because it was one of the first significant course papers I wrote after starting this program. Since the theme of my portfolio is an educational journey, I thought it should be included since it represents the beginning of my journey through this degree process. I also thought this was a good artifact to start with because this paper I evaluate a new adult, online education program, which I could personally relate to being at the beginning of a new process. Reflecting on this artifact was beneficial because it allowed me to look a little deeper into a specific area within adult education. I learned about the processes (both the ideas and organization) that go into developing a new program. This process may have been challenging because the faculty member had to follow specific guidelines set by the Association for Financial Professionals. These guidelines shaped the content and the structure of the program since there was an important certification exam at the end.
Since this artifact was from the first semester of my program it does not have a lot of connection to education theories. I can see the beginning stages of my preferences by the way I pick out the program’s strengths and weaknesses. I lean more toward the connectivist school of thought because I see strengths in various educational theories. Even though it is not stated outright in this first artifact, I can trace the outlines of my educational theory. For instance, I call to attention the lack of evaluation metrics and only one faculty member in the artifact. This would incorporate both a behaviorist and student-centered point of view. This is connected to future growth because it shows consistency in my ideas of combining multiple approaches to create an environment or program that best suits students’ needs.
Taking future growth into consideration, I think it would be interesting to go back through this artifact (and potentially some of my earlier assignments) to connect various learning theories to my analysis. Not only would it reinforce what I have learned about theories, but it would help me gain skills in recognizing different schools of thought in different contexts, not just from a well-organized textbook.
I selected this artifact because it was one of the first significant course papers I wrote after starting this program. Since the theme of my portfolio is an educational journey, I thought it should be included since it represents the beginning of my journey through this degree process. I also thought this was a good artifact to start with because this paper I evaluate a new adult, online education program, which I could personally relate to being at the beginning of a new process. Reflecting on this artifact was beneficial because it allowed me to look a little deeper into a specific area within adult education. I learned about the processes (both the ideas and organization) that go into developing a new program. This process may have been challenging because the faculty member had to follow specific guidelines set by the Association for Financial Professionals. These guidelines shaped the content and the structure of the program since there was an important certification exam at the end.
Since this artifact was from the first semester of my program it does not have a lot of connection to education theories. I can see the beginning stages of my preferences by the way I pick out the program’s strengths and weaknesses. I lean more toward the connectivist school of thought because I see strengths in various educational theories. Even though it is not stated outright in this first artifact, I can trace the outlines of my educational theory. For instance, I call to attention the lack of evaluation metrics and only one faculty member in the artifact. This would incorporate both a behaviorist and student-centered point of view. This is connected to future growth because it shows consistency in my ideas of combining multiple approaches to create an environment or program that best suits students’ needs.
Taking future growth into consideration, I think it would be interesting to go back through this artifact (and potentially some of my earlier assignments) to connect various learning theories to my analysis. Not only would it reinforce what I have learned about theories, but it would help me gain skills in recognizing different schools of thought in different contexts, not just from a well-organized textbook.
Technology and Online Education
I selected this artifact for two reasons. The first reason being this was my first final paper of the program and I considered it a major accomplishment to complete my first class of my first semester working towards a master’s degree. Secondly, I chose the topic of technology and online education based on what I thought would shape the future of adult education. I knew that online education was becoming more popular; my department offers online graduate certificate programs, and I was enrolled in an online program. I felt naturally drawn to the topic and was excited to learn more.
I enjoyed researching the topic of technology and online education. The data comparing the use of household computers from 1984 verses 2012 was staggering (8.2% to 78.9%). Even more impressive was the jump in the percentages of people who could access the internet at home. In 1997, only 18 percent of households had the internet but by 2012 that percentage increased to 74.8 percent. I imagine those numbers have increased since 2012. Another reason I enjoyed researching this topic was that it allowed me to consider how education can be molded to suit the needs of learners by using technology.
One major change I would make to this artifact would be to include more on the history of Distance Education. I have learned recently that distance education can be traced back to the late 1800s, which was much earlier than I originally thought. This historical addition would fit nicely into this artifact because it would demonstrate how technology has affected education over the years, specifically how the needs of the learners changed and how education adapted by utilizing new technology. It would also be interesting to see the success and failures of the various technologies over the years. Some ideas may be worth reconsidering or adapting to fit a certain need better.
I think this artifact has limitless possibilities for future growth. Obviously, the historical perspective would not change much but there are always new technologies to consider. This relates to my connectivist approach to learning. Information is constantly changing and we (and other learners) are constantly having to reassess what we know. Using technology in online learning is one of those areas.
I selected this artifact for two reasons. The first reason being this was my first final paper of the program and I considered it a major accomplishment to complete my first class of my first semester working towards a master’s degree. Secondly, I chose the topic of technology and online education based on what I thought would shape the future of adult education. I knew that online education was becoming more popular; my department offers online graduate certificate programs, and I was enrolled in an online program. I felt naturally drawn to the topic and was excited to learn more.
I enjoyed researching the topic of technology and online education. The data comparing the use of household computers from 1984 verses 2012 was staggering (8.2% to 78.9%). Even more impressive was the jump in the percentages of people who could access the internet at home. In 1997, only 18 percent of households had the internet but by 2012 that percentage increased to 74.8 percent. I imagine those numbers have increased since 2012. Another reason I enjoyed researching this topic was that it allowed me to consider how education can be molded to suit the needs of learners by using technology.
One major change I would make to this artifact would be to include more on the history of Distance Education. I have learned recently that distance education can be traced back to the late 1800s, which was much earlier than I originally thought. This historical addition would fit nicely into this artifact because it would demonstrate how technology has affected education over the years, specifically how the needs of the learners changed and how education adapted by utilizing new technology. It would also be interesting to see the success and failures of the various technologies over the years. Some ideas may be worth reconsidering or adapting to fit a certain need better.
I think this artifact has limitless possibilities for future growth. Obviously, the historical perspective would not change much but there are always new technologies to consider. This relates to my connectivist approach to learning. Information is constantly changing and we (and other learners) are constantly having to reassess what we know. Using technology in online learning is one of those areas.
FALL
2016
Intersectional Feminism
I selected this artifact because it reflects a very transformative semester for me during my educational journey. I had heard of Critical and Feminist theory before, but I did not understand it until this class. The combination of reading assignments and the final discussion project guided me to into discovering more about the theories. I worked with a partner, and we decided on intersectional feminism as our final discussion topic because of this newfound understanding of both critical and feminist theories.
Creating this artifact was helpful in reflecting on a pivotal time during my educational journey. It was a very enlightening time that ultimately led to some local, political activism. I became involved in a leadership capacity with a grassroots women’s organization. Through this artifact, I can see my thought transformation which led to being more confident in working with local groups. I was able to approach our local chapter of the National Organization for Women with a fresh perspective and a multidimensional purpose to include all individuals who struggle against various forms of oppression.
In addition to thought transformation, this artifact represents my first group work experience. Traditionally, I have preferred to work alone; however, this final discussion project opened my eyes to recognizing the benefits of working in a group. We worked together to select our book to review, the topic for the final discussion, and who would tackle which components of the final project. I think this process was almost as important as my mini-epiphany because we actively worked together to learn more about our selected topic and share responsibilities. This was a positive experience that led to other successful group interactions throughout other courses.
Even though I feel this artifact represents a significant, personal milestone, I do think it could be strengthened in some areas; however, the main component I would change would be the summary of connection to theory. While I focused on explaining how the learning activity would aid in creating awareness of intersectional feminism, I could elaborate more on the goals of the learning activity. This elaboration would provide an avenue to discuss the benefits of constructivism and connectivism in the hypothetical activity.
I selected this artifact because it reflects a very transformative semester for me during my educational journey. I had heard of Critical and Feminist theory before, but I did not understand it until this class. The combination of reading assignments and the final discussion project guided me to into discovering more about the theories. I worked with a partner, and we decided on intersectional feminism as our final discussion topic because of this newfound understanding of both critical and feminist theories.
Creating this artifact was helpful in reflecting on a pivotal time during my educational journey. It was a very enlightening time that ultimately led to some local, political activism. I became involved in a leadership capacity with a grassroots women’s organization. Through this artifact, I can see my thought transformation which led to being more confident in working with local groups. I was able to approach our local chapter of the National Organization for Women with a fresh perspective and a multidimensional purpose to include all individuals who struggle against various forms of oppression.
In addition to thought transformation, this artifact represents my first group work experience. Traditionally, I have preferred to work alone; however, this final discussion project opened my eyes to recognizing the benefits of working in a group. We worked together to select our book to review, the topic for the final discussion, and who would tackle which components of the final project. I think this process was almost as important as my mini-epiphany because we actively worked together to learn more about our selected topic and share responsibilities. This was a positive experience that led to other successful group interactions throughout other courses.
Even though I feel this artifact represents a significant, personal milestone, I do think it could be strengthened in some areas; however, the main component I would change would be the summary of connection to theory. While I focused on explaining how the learning activity would aid in creating awareness of intersectional feminism, I could elaborate more on the goals of the learning activity. This elaboration would provide an avenue to discuss the benefits of constructivism and connectivism in the hypothetical activity.
SPRING
2017
Program Interview
I selected this artifact for my portfolio because the interview and subsequent paper provide a strong example of a well-organized adult education program. The artifact also fits in nicely with my educational journey theme because it can be compared with my first artifact. Both artifacts are based on the same adult education organization; however, each artifact represents two completely different programs. I think this comparison is important because it shows a program in the beginning stages of development (artifact #1) and a well-established, implemented program (artifact #4). Comparing the two artifacts, I cannot help but make parallels to my own educational journey. I analyzed a new program in the first semester of my program in the first artifact; whereas, in this artifact, I analyzed a program that was organized, focused, and flexible after a year and a half into my program.
Creating this artifact was insightful. At the time, I knew the importance of a student-centered program but did not fully appreciate the significance to this organization’s approach to student learning and success. In this regard, I think this artifact could benefit from a section dedicated to theory analysis. Throughout the paper I can see traces of constructivism but I think it would be helpful to have a section that specifies the theories and their importance in the implementation of the program.
Going forward I think this artifact would be a useful model when developing new programs. The program is structured to accommodate students’ learning needs as well as stakeholder needs. Even though the program is structured, it allows room for flexibility. For example, evaluations are strategically scheduled throughout the program. The first one, which I find particularly interesting, is done before the program begins where the results guide the direction of the curriculum. This ensures that students are receiving information that they find helpful instead of being redundant. The other evaluations provide insight to how the students are feeling about the program in real-time, so program managers can make immediate adjustments.
I selected this artifact for my portfolio because the interview and subsequent paper provide a strong example of a well-organized adult education program. The artifact also fits in nicely with my educational journey theme because it can be compared with my first artifact. Both artifacts are based on the same adult education organization; however, each artifact represents two completely different programs. I think this comparison is important because it shows a program in the beginning stages of development (artifact #1) and a well-established, implemented program (artifact #4). Comparing the two artifacts, I cannot help but make parallels to my own educational journey. I analyzed a new program in the first semester of my program in the first artifact; whereas, in this artifact, I analyzed a program that was organized, focused, and flexible after a year and a half into my program.
Creating this artifact was insightful. At the time, I knew the importance of a student-centered program but did not fully appreciate the significance to this organization’s approach to student learning and success. In this regard, I think this artifact could benefit from a section dedicated to theory analysis. Throughout the paper I can see traces of constructivism but I think it would be helpful to have a section that specifies the theories and their importance in the implementation of the program.
Going forward I think this artifact would be a useful model when developing new programs. The program is structured to accommodate students’ learning needs as well as stakeholder needs. Even though the program is structured, it allows room for flexibility. For example, evaluations are strategically scheduled throughout the program. The first one, which I find particularly interesting, is done before the program begins where the results guide the direction of the curriculum. This ensures that students are receiving information that they find helpful instead of being redundant. The other evaluations provide insight to how the students are feeling about the program in real-time, so program managers can make immediate adjustments.
Informal Learning Experiences
I selected this artifact because it challenged my view on what constitutes education. I recognize that learning can take place anywhere at any time, but I do not always give informal learning experiences the credit where they are due. This artifact serves as a reminder that even though my educational journey through an online master’s program is significant, I should not discredit other learning experiences because they do not occur in a “traditional” educational setting.
This artifact was an assignment where I had to choose two informal learning experiences and their corresponding learning models. I selected workplace and community learning. I enjoyed reflecting on this artifact because I can see how different the two experiences were but how much I gained from them. I also remembered how amused I was because I was reading/learning about communities of practice while I was in between matches at the pool hall. I immediately recognized the pool league as its own community of practice. Now I look back and see how important it is for adults to be able to incorporate educational programs into their lives. Also, I think this artifact helps me recognize and appreciate informal learning. Something I may have overlooked before might prove to be more significant…for example, the simple act of showing someone how to hold a pool stick. It may sound basic but that little action could lead to a boost in confidence, more trust, and open the doors for more interaction which will strengthen that community. Basically, there are learning opportunities all over, and they should be encouraged.
I selected this artifact because it challenged my view on what constitutes education. I recognize that learning can take place anywhere at any time, but I do not always give informal learning experiences the credit where they are due. This artifact serves as a reminder that even though my educational journey through an online master’s program is significant, I should not discredit other learning experiences because they do not occur in a “traditional” educational setting.
This artifact was an assignment where I had to choose two informal learning experiences and their corresponding learning models. I selected workplace and community learning. I enjoyed reflecting on this artifact because I can see how different the two experiences were but how much I gained from them. I also remembered how amused I was because I was reading/learning about communities of practice while I was in between matches at the pool hall. I immediately recognized the pool league as its own community of practice. Now I look back and see how important it is for adults to be able to incorporate educational programs into their lives. Also, I think this artifact helps me recognize and appreciate informal learning. Something I may have overlooked before might prove to be more significant…for example, the simple act of showing someone how to hold a pool stick. It may sound basic but that little action could lead to a boost in confidence, more trust, and open the doors for more interaction which will strengthen that community. Basically, there are learning opportunities all over, and they should be encouraged.
SUMMER
2017
Academic Affairs Functional Area
I selected this artifact because I feel it shows my continual development as a student. For this class, we were able to choose our own research topic, so we could develop our own instructional Canvas page. Even though the artifact does not contain the final Canvas page itself (with pictures and a smoother layout), the text demonstrates a milestone in my educational journey. I was four semesters into my journey by the time this project came along and had written a few papers that required research into a specific topic; however, this artifact shows a more complex look and incorporates personal reflection. Selecting the topic of Academic Affairs, I researched its history, analyzed the relationship to student affairs and connections to other functional areas within student affairs, assessed challenges and successes, explored functional questions (i.e. is this area accessible to students), discussed trends and issues, and reflected on the information gathered.
It may sound silly to consider this project a milestone given the numerous research papers I had already written, but something clicked with this project. I suspect the way the assignment was presented helped. We had very good guidelines for what was to be covered and how the final page should be presented. I think this assignment breakdown helped me compartmentalize the project and the different areas of research so I could tackle the assignment systematically. This artifact helped me understand my preferred approach to researching a topic and how more meaningful the learning activity is when I can draw parallels to other areas of study. I think this was a helpful realization for me in how I learn but also in how I can present information.
Since the artifact draws connections between academic affairs and other functional areas of student affairs (international students, military/veteran students, and career services), it would be nice to include a section that discusses the importance of a student-centered approach. The different functional areas under the student affairs umbrella really represent a multifaceted approach to learning. Combining these areas drives home the idea that a student’s educational experience is more than just attending classes and can benefit from a holistic approach.
I selected this artifact because I feel it shows my continual development as a student. For this class, we were able to choose our own research topic, so we could develop our own instructional Canvas page. Even though the artifact does not contain the final Canvas page itself (with pictures and a smoother layout), the text demonstrates a milestone in my educational journey. I was four semesters into my journey by the time this project came along and had written a few papers that required research into a specific topic; however, this artifact shows a more complex look and incorporates personal reflection. Selecting the topic of Academic Affairs, I researched its history, analyzed the relationship to student affairs and connections to other functional areas within student affairs, assessed challenges and successes, explored functional questions (i.e. is this area accessible to students), discussed trends and issues, and reflected on the information gathered.
It may sound silly to consider this project a milestone given the numerous research papers I had already written, but something clicked with this project. I suspect the way the assignment was presented helped. We had very good guidelines for what was to be covered and how the final page should be presented. I think this assignment breakdown helped me compartmentalize the project and the different areas of research so I could tackle the assignment systematically. This artifact helped me understand my preferred approach to researching a topic and how more meaningful the learning activity is when I can draw parallels to other areas of study. I think this was a helpful realization for me in how I learn but also in how I can present information.
Since the artifact draws connections between academic affairs and other functional areas of student affairs (international students, military/veteran students, and career services), it would be nice to include a section that discusses the importance of a student-centered approach. The different functional areas under the student affairs umbrella really represent a multifaceted approach to learning. Combining these areas drives home the idea that a student’s educational experience is more than just attending classes and can benefit from a holistic approach.
Diversity in Higher Education
I selected a paper on Diversity in Higher Education as my seventh artifact. I feel this artifact is an important piece of my educational journey because I was able to build on what I learned from my academic affairs functional area project (artifact #6) and combine it with my personal interests. I mentioned earlier that I became involved with a local activist organization (National Organization for Women) during my educational journey. One of the struggles our organization faced (and still faces) is creating a more diverse group. This challenge led me to research the topic of diversity in higher education. Obviously, my work with the activist organization and higher education are two completely different groups, but I thought I might be able to understand diversity better and potentially draw some parallels that would help our organization.
After defining diversity, understanding its importance and history, and looking at its current status, I considered some ways to move forward to increase diversity in higher education. The one suggestion that would be applicable to both higher education and my local activist organization would be to have all faculty and staff undergo training in cultural competence. This is something individual members of our local organization have taken upon themselves to undergo, but I like the idea of strongly encouraging all members to participate. This approach could also open the doors for hosting training sessions for the community.
My current job does not create many opportunities to apply what I have learned in this program, so this artifact represents my attempt to find other ways to apply what I have learned to real-life situations. I like being able to transform a paper on diversity in higher education into something that could benefit a local organization or community. Being able to adapt topics to fit different situations is important, and I was glad to bridge that gap by building on what I learned in previous semesters.
I selected a paper on Diversity in Higher Education as my seventh artifact. I feel this artifact is an important piece of my educational journey because I was able to build on what I learned from my academic affairs functional area project (artifact #6) and combine it with my personal interests. I mentioned earlier that I became involved with a local activist organization (National Organization for Women) during my educational journey. One of the struggles our organization faced (and still faces) is creating a more diverse group. This challenge led me to research the topic of diversity in higher education. Obviously, my work with the activist organization and higher education are two completely different groups, but I thought I might be able to understand diversity better and potentially draw some parallels that would help our organization.
After defining diversity, understanding its importance and history, and looking at its current status, I considered some ways to move forward to increase diversity in higher education. The one suggestion that would be applicable to both higher education and my local activist organization would be to have all faculty and staff undergo training in cultural competence. This is something individual members of our local organization have taken upon themselves to undergo, but I like the idea of strongly encouraging all members to participate. This approach could also open the doors for hosting training sessions for the community.
My current job does not create many opportunities to apply what I have learned in this program, so this artifact represents my attempt to find other ways to apply what I have learned to real-life situations. I like being able to transform a paper on diversity in higher education into something that could benefit a local organization or community. Being able to adapt topics to fit different situations is important, and I was glad to bridge that gap by building on what I learned in previous semesters.
SPRING
2018
Teaching with Technology Statement
I selected this artifact because I wanted an assignment from my final semester to represent the end of this educational journey. This artifact includes two different perspectives of teaching with technology: an educator and a student’s point of view. I was able to elaborate on how I feel the connectivist approach to distance education is my preferred method for both points of view. With distance education becoming a more viable option for students and universities, connectivism was developed to accommodate the constantly changing world of information and add to the traditional schools of thought (behaviorist, cognitive, and constructivism).
This artifact is interesting because it forced me to look at one topic from two different perspectives. Since I do not have any formal teaching experience, I had to rely on the literature to support my theory. However, for the learner’s approach, I was able to incorporate my personal experiences with various schools of thought. This connection made me consider what I found most beneficial in a distance education setting. I was able to reflect on how I thought the community of learning that was created throughout the duration of this program benefited me the most. This realization was shocking because I always thought I did better work on my own and noticed how that belief changed as I interacted with more people through discussions and group work.
Since this artifact was on teaching with technology, I think it could benefit from having specific examples of learning activities with corresponding technology. For example, I mentioned using a video-conferencing software in the paper. I could have been more specific by saying Zoom was the platform and then could include other options. I think the inclusion of different platforms or software would be helpful in reinforcing how technology can assist in distance education.
I selected this artifact because I wanted an assignment from my final semester to represent the end of this educational journey. This artifact includes two different perspectives of teaching with technology: an educator and a student’s point of view. I was able to elaborate on how I feel the connectivist approach to distance education is my preferred method for both points of view. With distance education becoming a more viable option for students and universities, connectivism was developed to accommodate the constantly changing world of information and add to the traditional schools of thought (behaviorist, cognitive, and constructivism).
This artifact is interesting because it forced me to look at one topic from two different perspectives. Since I do not have any formal teaching experience, I had to rely on the literature to support my theory. However, for the learner’s approach, I was able to incorporate my personal experiences with various schools of thought. This connection made me consider what I found most beneficial in a distance education setting. I was able to reflect on how I thought the community of learning that was created throughout the duration of this program benefited me the most. This realization was shocking because I always thought I did better work on my own and noticed how that belief changed as I interacted with more people through discussions and group work.
Since this artifact was on teaching with technology, I think it could benefit from having specific examples of learning activities with corresponding technology. For example, I mentioned using a video-conferencing software in the paper. I could have been more specific by saying Zoom was the platform and then could include other options. I think the inclusion of different platforms or software would be helpful in reinforcing how technology can assist in distance education.