Learning Experiences
My learning experiences while completing a capstone project for the Masters of Educational Technology (MET) at the University of British Columbia are applicable to this comprehensive portfolio since it is a similarly reflective assemblage capturing my learning (see My Reflections to learn more). My MET capstone project was completed over three months, applied a metaphor to the process and product, and was framed by Wenger, Trayner, & De Laat's (2011) conceptual framework for promoting and assessing value creation in communities and networks (see the graphic created to encapsulate the capstone project). Embedded into this culminating project is evidence of epistemology, ontology, and reflexive practice grounded in research by 'experts' (see The Experts in My Renovations).
My personal and professional learning includes a two year retreat experience focusing on the writing of Parker J. Palmer (1997a, 1997b, 1987). This has deeply influenced who I am as a teacher and learner. As a result of this Courage to Teach experience, I discovered truths about myself as a learner. I know that I learn best in a community shaped by open conversations about reflective reading and writing. As a learner, I am comfortable learning on the edge of possibility, within complex, paradoxical, and transitional times and spaces. I am attentive to the cyclic and seasonal nature of learning, my own and that of my students. These learning journeys have set foundational and contextual frameworks that shape, influence, and support my PhD journey into the labyrinth.
As you venture into the labyrinth to explore my story, it may be helpful to learn some navigational tips before you begin. Please take a look at the Labyrinth Navigation page to ground yourself in the steps, since they are not all linear and may lead you to paths unknown.