The Introduction of the book begins with Habit 2: Begin with the end in mind from Stephen Covey and the 7 Habits of Highly Effective People. My campus is a Leader in Me (LIM) Lighthouse school. “Lighthouse certification is a highly regarded standard of achievement that is attainable by every Leader in Me School” (Covey, 1989). We strive to live by and teach Stephen Covey’s 7 habits. 

As a LIM school, to begin with the end in mind means we first define outcomes before we act and secondly we create and live by a personal mission statement. 

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“Habit 2 teaches us to have an end in mind, which can be difficult in times of uncertainty. Creating a personal mission statement can provide students and adults with the intrinsic motivation they need to stay committed to leadership routines and virtual learning” (Covey, 1989).

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The ePortfolio plan encompasses this end goal of Habit 2 where students can create their personal mission statement and not only begin with the end in mind but also practice the rest of the 7 Habits.

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Both Fink's 3-Column Table and Understanding by Design (UbD) are frameworks designed to improve instructional design and student learning. However, they differ in their focus, structure, and the specific benefits they offer for various areas. 

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How they compare and contrast

Both frameworks emphasize the importance of aligning learning goals, activities, and assessments to enhance student learning outcomes. Each framework is designed with the learner's experience in mind, promoting active engagement and meaningful learning. Both allow for adaptation across various educational contexts, encouraging creativity in instructional design.With this flexibility, educators can craft lessons that are not only aligned with curriculum standards but also tailored to the diverse needs of their students. By integrating technology and innovative teaching strategies, such as ePortfolios, these frameworks support a dynamic and interactive learning environment. This approach fosters critical thinking, collaboration, and problem-solving skills, which are essential for success in today's rapidly changing world. As educators continue to explore and implement these frameworks, they contribute to a more inclusive and effective educational experience for all learners.

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Fink’s 3-Column Table uses a simple tabular format, while UbD employs a three-stage backward design process, providing a more detailed roadmap for educators. Fink’s framework can begin with any aspect (goals, activities, or assessment), whereas UbD explicitly starts with desired results (learning goals). Fink highlights the importance of teaching and learning activities more prominently within its structure, while UbD places a greater emphasis on assessment and evidence of learning. UbD’s backward design process can be seen as more complex, as it requires educators to think critically about assessment before planning activities, whereas Fink's table allows for more straightforward planning.

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Fink’s 3-Column Table and Understanding by Design (UbD) can be effectively applied in the context of ePortfolios, enhancing their development and implementation. When creating an ePortfolio, educators can use Fink's first column to establish clear learning goals. These might include developing critical thinking skills, self-reflection, or demonstrating mastery of specific content areas. This framework also includes additional factors such as human dimension and how students learn.

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In the first stage of UbD, educators can define what students should achieve through their ePortfolios, such as demonstrating personal growth or showcasing learning progress. This establishes a clear vision for what the ePortfolio should represent, guiding both students and educators throughout the process.