Emily Burgis
This infographic represents this digital portfolio. It is the coming together of different aspects of my learning to create something whole. I chose to represent it as a puzzle where each piece fits together. I thought this was an appropriate symbol since it demonstrates the relationship of parts to one anther and parts to the whole. Puzzles, to me, represent the idea of coming together. You usually know what the puzzle will look like when it is complete. However, you must search through the pieces to find the ones that connect. It is a problem-solving activity. Sometimes, in the process of completing the puzzle we find ourselves immersed in small details, we make observations we never would have seen by looking at the whole, and we learn about ouselves and how we deal with frustration, joy and confusion. Unlike a real puzzle, I never knew what the final image would be. I entered into my education with uncertainty, I started my Masters just wanting the degree. What I discovered along the way has been like solving a puzzle. I started to see connections and details I never knew were there.
In this image the puzzle is incomplete. This suggests that my learning is also unfinished. The pieces in my outstretched hands are blank. These blank pieces are symbolic of the things I have yet to learn, the things I do not even know I do not know, and possibilities that wait ahead. I hold this learning in my hands and I can fit the rest of my puzzle together. The colour will come from the choices I will make.
Mind Map
This puzzle started the way I always start my puzzles; from the edges. The yellow pieces that flank the puzzle are my Masters courses and my post-secondary education: B.A, B.Ed and additional qualification (AQ) courses. These courses have helped me to put the rest of the puzzle together. Without them the puzzle is incomplete. These courses offer context for my learning and also serve as connections to and between artifacts. The three themes I have chosen to focus on for my portfolio are connected to my learning through the artifacts. No theme connects directly to one course but rather, the theme emerged from artifacts created within the courses. Thus, these puzzle pieces do not touch any yellow puzzle pieces. The artifacts are represented here as connectors (lighter in hue than the corresponding thematic puzzle piece). They connect to courses, to themes, and to other artifacts. I tried to place the puzzle pieces in a way that represents influence and relationships. For example, the puzzle piece for Literary Analysis connects to two themes, It is also connected to the artistic analysis not only thematically but because of learning growth. The Multimodalities piece also connects to it because the learning from that artifact influences decisions in the Literary analysis design. I felt this was essential in demonstrating the interconnectivity of my learning and my themes.
Throughout this portfolio I hope to demonstrate the way in which my course work is connected thematically. Consequently, some artifacts could fall under more than one category. In the reflection for these artifacts I hope to articulate this relationship. The artifact has been filed with the theme it is most reflective of to demonstrate learning and relationships.