Introduction
The following section is devoted to my electronic portfolio.
This portfolio was constructed during my tenure as a graduate student at Purdue University and at UBC-ITESM.
This portfolio is the result of my attainment of personal goals. My first goal is related to my research while the second goal is related to my teaching.
In my role as researcher my goal is to develop scholarly publications addressing relevant researchable problems that at the same time are accepted by the general scientific community. In my role as instructor or as instructional designer my goal is to shape and enhance my teaching style by linking educational research findings into practice. Linking research into practice by reconciling and relating different theories, instructional design processes, models, instructional strategies, and pedagogies may result in the desired changes in learners' knowledge, skills, and attitudes in the cognitive and affective domains.
In the process of achieving my goals I have attained several competences as evidenced from the artifacts here described. Every artifact in this portfolio contains more than one competence, but for organizational purposes the materials were classified by competence. Each artifact is accompanied by a brief description
of the project, an explanation of how it meets the competences, and a brief reflection on how the artifact has impacted my learning process.
Synthesize Knowledge
By developing multiple literature reviews, I have attained the competency to synthesize knowledge. The first literature review
was done as part of my preliminary exam. This document later on informed a portion of the literature review of my dissertation work.
The other two reviews of the literature informed the design and implementation of my integrated master project in Educational Technology as well as my ongoing research in this area.
| Title | Description | File |
|---|
Simulations for Discovery
Learning: A Literature Review |
Description |
File |
Learning Strategies for
teaching nanoscale: A survey |
Description |
File |
Analogies and Metaphors as a
mediational strategy for
proportional scale cognition |
Description |
File |
Create Knowledge
The documents presented in this section represent research findings in the area of education and engineering education. The first document represents
two case studies of faculty members describing their pedagogical approaches and experiences of simulation tools.
The other two documents present the results of two field research studies.. During these field research projects there were analyzed two different situations.
One was focused on educational practices and the other was focused on a technological innovation project. In both of them a problem was established, and data collection techniques
were employed for its analysis. After analysing the data areas of opportunity were identified, and suggestions for improvement were provided.
Communicate Knowledge
In addition to my experience in presenting papers at conferences, present here two artifacts that communicate part of my ongoing research.
The first one is a poster that resulted from the initial literature review I conducted related to the size and scale research.
The second one is also a poster that communicates the progress in implementing the instructional materials and which also turned out to be my master integrated project.
Think Critically and Reflectively
Through the integration of multiple perspectives in history and philosophy of engineering education and through the preparation of critical and
reflective studies of a qualtiative research study and a quantitative research study, I have
gained skills to think critically and reflectively. In addition, I prepared two more documents. A report focused on comparing online learning and face-to-face
learning environments, and a survey focused on describing the advantages and disadvantages of applications of virtual reality in some fields.
Engage in Prof. Dev. & Community
I have had the opportunity to participate in outreach programs involving the design and implementation of instructional materials.
This participation have resulted in collaboration between organizations dedicated to research in nanotechnology and organizations devoting
efforts in conveying nanotechnology related concepts.
Apply Engineering and ID Principles
Analyzing learning problems and designing, developing, implementing, and evaluating appropriate instructional solutions to those problems
are activities that I enjoy the most. I present here my work as instructional designer in which I applied engineering education principles to the solution
of instructional or curricular problems.
Apply IT to Solve ID Problems
In this section I am including four applications that demonstrate my sound understanding and ability to apply technology
operations and concepts to the design, development, implementation, and evaluation of instructional and non-instructional interventions.
Demonstrate Engineering Skills
The six years of industry experience working as a software developer indicate my capacity to function
as an engineer in a traditional non-education area.
Explain and Critique Ed. Policy
Currently developing the content as part of my Ph.D. coursework
Teach Engineering
This upcoming semester I will be serving as a faculty apprentice in the school of Engineering Education.
Prior to this experience, I taught from August 2002 until May 2005 at ITESM in the Computer Science Department general engineering courses.
Spring 2009
ENE 69500 005 Pedagogy Content and Assessment (apprentice faculty)
ENE 69500 006 Cognitive Devices in STEM Education (apprentice faculty)
|
Spring 2005
CB00812-Introduction to Internet Applications Development
group 1 (enrollment: 27 students)
CB00858-Application Development with Multimedia
group 1 (enrollment 23 students)
CB00899-Community Project
group 1 (enrollment 10 students)
|
Fall 2004
CB00812-Introduction to Internet Applications Development
group 1 (enrollment: 23 students)
group 2 (enrollment: 26 students)
|
Spring 2004
CB00812-Introduction to Internet Applications Development
group 1 (enrollment: 33 students)
|
Spring 2003
CB00812-Introduction to Internet Applications Development
group 1 (enrollment: 29 students)
group 2 (enrollment: 28 students)
|
Fall 2002
CB00801-Introduction to Computers
group 1 (enrollment: 26 students)
group 2 (enrollment: 27 students)
|
Additionally I taught three times the module of Internet Programming as part of
training courses for industry professionals.