Safa's e-Portfolio
SA
Daphne Odjig, The Indian in Transition,1978, Acrylic on canvas
2.74 x 8.23 m. Collection of the Canadian Museum of History, Gatineau, Quebec.
(Click on the image to learn more about the painting)
Territorial Acknowledgement
I would like to respectfully acknowledge that I am residing, learning, and raising my kids on the traditional and ancestral lands of the Anishinabewake, their language is Obijwe; the Wendake-Nionwentsio, their language is Wyandot; the Haudenosaunee, their language is Iroquoian; and the Mississaugas of the Credit First Nations, their language is Anishinaabemowin, who were negatively impacted by the 1923 Williams Treaties.
Being a new Canadian, my truth and reconciliation journey is still in its beginning, however, being also a native Palestinian, my fight against the horrendous acts of colonialism is not new, so I perfectly understand the importance of acts of resistance, even humble ones such as this territorial acknowledgement. I recognize my duty in continuing to educate myself about indigenous language, history, and culture, and saving no effort to fight injustices and build more empowered indigenous communities through education, and through proudly celebrating indigenous history and culture so as to keep them alive in the hearts and minds of everyone. We will keep the drum beating against the ominous serpent. The past has been filled with wrongs, but my hope is that our sincere efforts in the present will bring about a brighter future for all of us and for generations to come.
One-minute Me
Please watch this video in which I share a short professional introduction about myself.
Hi, my name is Safa and I hold a BA in English language and literature. By the end of 2023 I will accomplish my goal of graduating from the Master of Educational Technology program from the university of British Columbia in Vancouver, Canada. My experience is mainly in TEFL (teaching English as a foreign language) and ESL English as a second language at the high school level. I worked for several years at bilingual, international and multicultural institutions where my role centered around designing engaging constructivist learning experiences that utilize active learning strategies and reinforce 21st century skills. Three values that define me are integrity, diligence, and collaboration. I am a life-long learner who aspires to confidently venture into the world of LXD learning experience design to innovate ways to integrate technology meaningfully and sustainably in education.
Personal Philosophy
In my philosophy of learning, I embrace a constructivist and constructionist approach that recognizes the dynamic nature of knowledge acquisition. I believe that learners actively build their understanding of the world through hands-on experiences, collaboration, and reflective thinking. Drawing inspiration from Bloom's Taxonomy, I emphasize the importance of progressing through cognitive domains, from foundational knowledge to higher-order thinking skills such as analysis, synthesis, and evaluation.
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Social learning is at the core of my philosophy, as I understand the significance of interaction and collaboration in the learning process. I strive to foster a culturally-responsive learning environment where the rich and diverse backgrounds and experiences of participants are meaningfully integrated, promoting equity and inclusivity, . In line with the demands of the 21st century, my approach emphasizes the cultivation of skills such as critical thinking, communication, leadership, creativity, flexibility, and adaptability.
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Gagne's 9 Levels of Learning and Mayer's 12 Principles of Multimedia Design guide my instructional design, ensuring that I address various learning styles and preferences. I recognize that each learner progresses through different stages of learning, and I tailor my strategies to accommodate these diverse pathways. Accessibility is of paramount importance to me, so I endeavor to apply best practices and use every resource possible to achieve true and thorough accessibility. Additionally, I believe in fostering the joy of learning, creating an atmosphere where curiosity is nurtured, and the process of discovery is celebrated.
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I believe in the kind of student-centered learning that promotes active engagement and social-emotional learning, so I make sure to employ strategies such as project-based learning, problem-based learning, and inquiry-based learning in my practice.
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A cardinal part of my philosophy is the meaningful integration of technology that enhances the learning experience and maintains awareness and responsibility in the use of different technologies. I strive to to stay abreast of evolving educational practices and technologies, incorporating the methodologies, strategies, and technological tools that aid me in meeting the needs of every learner.
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Ultimately, my philosophy of learning is rooted in a commitment to creating an educational experience that not only imparts knowledge but also cultivates lifelong learners who are equipped with the skills, attitudes, and values needed to thrive in a rapidly changing world.
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This philosophy, in part, constitutes my rationale for joining the MET program. My decision to join this program was also motivated by its vigor and high reputation. The wide variety of impeccably-designed courses that cover many prominent educational technology topics attracted me. Moreover, its asynchronous nature suited my needs. Many interesting things are happening at the intersectionality of education and technology, and I am glad I got to explore them through the MET. Below is an infographic that illustrates my journey in the program. For detailed descriptions of the courses, please visit the Courses page.
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Purpose and Audience
This portfolio is mainly designed to showcase my learning and growth and to encapsulate personal achievements. A major goal that this portfolio also serves is to provide me with an opportunity to reflect meaningfully and extensively on my practices as an active learner. It is also there to document my learning journey and remind me of my successes and areas of improvement and how long I have come since its establishment. Moreover, it is produced to demonstrate my professionalism, creativity, and competencies as an ID or educational technologist for future employers. The intended audience is myself, future employers, and the public. My intention is to make this portfolio mainly for myself to document and reflect on my learning. I also welcome former colleagues or employers, friends, peers, family members, and instructors to visit my e-portfolio. Additionally, I want this e-portfolio to be a usable resource for prospective employers when I apply for a relevant job posting in the future.
S.M.A.R.T Goals
These goals are important because by achieving them, I will have a strong and competitive set of skills, and because they reflect my identity as a hardworking, creative, committed life-long learner.
Goal 1
By the end of my MET journey (December 2023), I will have established a strong theoretical foundation through critically examining the academic literature in the field of educational technology (e.g., literature by Bates, Garrison, Anderson, and Archer, Papert, Macfadyen, and Gee) so my pedagogical practice will continue to be profoundly informed by scientific evidence and theoretical frameworks (e.g., SECTIONS model, CoI model, Constructivism and Constructionism learning theories) in any future ID or LXD roles I undertake. I will know I have achieved this through different methods that include feedback from instructors and peers, scores on assignments, and self-assessment.
Goal 2
By the end of my MET journey (December 2023), I will have gained multiple sophisticated design skills through hands-on projects (e.g., designing virtual learning environments and e-learning units) to enable me to create innovative digital artifacts and learning environments that provide meaningful, sustainable, engaging, and efficient learning experiences. The critical selection and proper implementation of multimedia and educational technologies is also a significant part of this goal. I will know I have achieved this through different methods that include feedback from instructors, peers, and very likely future employers and clients, scores on assignments, and self-assessment.
Goal 3
By the end of my MET journey (December 2023), I will have gained an extensive understanding and comprehensive knowledge of different pros, cons, consequences, and issues pertaining to a wide variety of technology areas such as AI, IoT, big data, digital labour, attention economy, mobile technologies, and cultural issues in order to innovate effective solutions to educational problems (i.e. unfair digital labor conditions, second language speaking skills, cultural awareness) using technology. I will know I have achieved this through different methods that include feedback from instructors, peers, and very likely future employers and clients, scores on assignments, and self-assessment.
Metaphor
I chose the process of writing a book/story as my metaphor. I will specifically use the three general steps of researching, drafting, and editing. My journey in the MET is similar to the process of writing a book in that both of them center around transformation of minds and the creation of intellectual products in which one takes pride. Also, being in this program is a story that I write/have been writing by myself. Both writing a story and being in the MET program are long-term learning journeys through which new knowledge is constructed and new skills are developed. Moreover, both the MET and writing a story require a good deal of imagination, passion, patience, and commitment.
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My 1st goal is to establish a solid theoretical foundation through examining academic literature, and similar to that is a writer's first step in the researching stage of the writing process. In order to deeply understand certain issues or topics or settings, or gain historical accuracy, for example, writers must conduct thorough research and seek to acquire enlightening knowledge pertaining to the subjects about which they plan to write. This is particularly important because in order for a writer's final product to have the most impact, it must be well-researched and firmly grounded in accurate knowledge and strong insights. This is not different when it comes to instructional design. In order for the learning experience to be truly meaningful and effective, its design must be based on substantial scientific evidence and sound theoretical frameworks.
Researching
