We will use Portfolium in this course. Watch this video to learn more about Portfolium.
When creating an e-portfolio, what do you feel are the essential components that captured what you’re learned? What previous work(s) do you think would highlight yourself and your top learning achievements at APUS? If you were to review an e-portfolio as an employer, what learning outcomes would be most important?
Instructions: Your initial post should be at least 250 words
E-Portfolio Creation and Self-Assessment
· Getting Started
In this lesson, we discuss creating an e-portfolio. The lesson is organized into four topics to help you meet course Learning Objective #5: Organize a significant collection of artifacts in an e-portfolio including projects, papers, and other relevant examples showcasing work completed for a position of choice.
The objective of this lesson, therefore, is to create an e-portfolio and pitch. rom previous APUS courses. Overall, the goal of an e-portfolio is to demonstrate how you have enhanced Benefits
There are numerous benefits gained through the e-portfolio process. Let’s look at three of the most significant.
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· Understanding of Skills and Knowledge Learned
First of all, creating an e-portfolio helps you understand the learning outcomes of your class. Here at APUS, each class has a syllabus that outlines the objective of the class, the class outcomes, and the assignments. This uniform structure can help you make connections between classes. While it may be easy to make connections in classes in your Transportation and Logistics courses, it may be more of a challenge to understand the benefits and how your elective courses fit into your overall e-portfolio. For example, there may be critical thinking, research, and analytical skills obtained in all of your courses. You can highlight this information in your e-portfolio.
In summary, a structured e-portfolio peer review is a productive means of both sharing and self-assessing one’s own academic record and providing constructive feedback on another student’s academic record. The University has developed an e-portfolio peer review rubric to guide peer evaluation and feedback and has incorporated both self-assessment and peer-assessment as part of the rubric requirements.
So, how do you, the student, create an e-portfolio? Let’s start with your transcript. Your transcript lists all of the classes you have taken by semester and provides your academic grade. You can use your transcript as a template to track your progress through APUS. For each course, reflect on the objectives, goals, and assignments.
A crucial element of e-portfolio self-assessment and peer review is the standardization of the presentation such that artifact and metadata linked to an artifact enhance both the development and self-assessment of the e-portfolio by the student and the peer review of the e-portfolio by others. Your goal should be to organize your key concepts in a uniform format. Are you going to create a website? A YouTube channel? A Prezi Video? What about a PDF document?
Once you decide upon the organization, the next step is to ensure that the quality of the information highlights high achievement and your hard work. Ask yourself:
· Did I communicate my skills in the best manner?
· Did I highlight my accomplishments?
· Is my e-portfolio creative and engaging?
· Did I add to the finished product by providing additional reflection?
Eynon & Gambino (p.1) found identifiable threads in successful e-portfolio programs. Data collection was structured based on models and frameworks. Increased faculty engagement was prevalent. E-portfolios were considered more authentic work of students, and thus the assessed results were bought-into by students giving and receiving feedback.
By facilitating inquiry, reflection, and integration, i.e., “closing the loop,” the e-portfolio program can implement changes that improve student learning.
From their University of Illinois study, Eynon & Gambino found that successful programs engaged stakeholders in processes guided by three best practices, as follows:
A structured inquiry and assessment process, which focuses on student learning and improvement.
In summary, e-portfolios benefit students, instructors, universities, and potential employers. Now that we understand more about the student benefits of developing e-portfolios, as well as their value in the self-assessment and peer-review processes, you’ll create your first e-portfolio by collecting your previous work at APUS. The effort of self-assessing and peer-reviewing e-portfolios falls to you, the student, to make the assessment/review process constructive and value-added (for the beneficiary of your review).
Acker, S. R. (2005, March 14). Overcoming Obstacles to Authentic ePortfolio Assessment. Retrieved from Campus Technology https://campustechnology.com/articles/2005/03/overcoming-obstacles-to-authentic-eportfolio-assessment.aspx
Brash, S. (2017, March 5). Sarah Brash’s E-Portfolio. Retrieved from Arizona State University https://asu.digication.com/sarah_brashs_eportfolio/Critiquing
Eynon, B., & Gambino, L. (2014, April 16). Catalyst for Learning: ePortfolio-Based Outcomes Assessment. Retrieved from University of Illinois https://illinois.edu/blog/view/915/111700
University of Wisconsin-Stout. (2017, March 5). EPortfolio (Digital Portfolio) Rubric. Retrieved from University of Wisconsin-Stout https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html