Create A Video Using Parentheses Or Another Presentation

Create a video by using ( , ( or another presentation video application to showcase your e-portfolio

Create a video using a presentation application to showcase your e-portfolio. The video should be between 3 and 5 minutes long; work under 3 minutes will not earn full points. Your presentation must include a personal introduction to your e-portfolio, brief titles and descriptions of your pages, and a more in-depth navigation of each page discussing the content. Additionally, include a reflection with three final takeaways obtained from the course.

To submit, share your video by providing the URL of your e-portfolio and either embedding your video or including a link to it in your post. Do not upload files requiring specific applications (e.g., PowerPoint with narration). Use a common browser (Chrome, Firefox) to ensure accessibility. The assignment is due by 11:59 pm on Friday, and responses to peers are due by 11:59 pm on Sunday.

If unsure how to embed your video, use the following method: reply, switch to HTML editor, paste the embed code, then switch back to Rich Content Editor and post.

Paper For Above instruction

The effective creation of a presentation video showcasing an e-portfolio is a critical component of demonstrating one's academic and professional development. This assignment requires students to produce a 3 to 5-minute video that effectively introduces their e-portfolio, highlights its structure, and reflects on their learning. The purpose is to communicate the content and significance of their work clearly and engagingly to an audience, demonstrating both content mastery and presentation skills.

First and foremost, the personal introduction sets the tone, providing viewers with context about the student’s background, goals, and motivations for developing the e-portfolio. This introduction should be concise yet engaging, establishing a connection with the audience. Moving beyond the introduction, students should guide viewers through the layout of their e-portfolio, briefly describing each page and its purpose. For instance, if the e-portfolio contains sections such as coursework, projects, reflections, and certifications, the student should mention these and explain what each contains, emphasizing their relevance to academic or professional goals.

To provide a more detailed view, students should navigate through each page during the video, demonstrating key content while discussing it. For example, when highlighting a project showcase, the student might describe the project's objectives, process, and outcomes, illustrating their skills and learning progress. This live navigation helps viewers understand the depth and breadth of the portfolio, making the presentation more dynamic and comprehensive. The key is to balance breadth and depth, ensuring the viewer gains insight into the student's capabilities and accomplishments without exceeding the time limit.

The reflection component adds a personal dimension, where students articulate three significant takeaways from the course. These reflections might encompass skills learned, challenges overcome, or insights gained that have influenced their academic or career outlook. Such reflections demonstrate critical thinking and self-awareness, essential qualities within academic writing and professional development.

For submission, the video must be accessible via a URL, which can be hosted on platforms such as YouTube or Vimeo, or embedded directly into the post if supported. It is critical to ensure the video format is compatible with common browsers to guarantee all viewers can access it seamlessly. Embedding options are preferred, as they provide a more integrated viewing experience. The assignment deadline is set for 11:59 pm on Friday, with peer responses due by 11:59 pm Sunday, encouraging engagement and constructive feedback.

Guidelines for creating the video include using local screen recording tools such as QuickTime or OBS Studio, and hosting the videos on accessible platforms like YouTube or Vimeo. When embedding, use the provided embed code within the HTML editor of the discussion forum. Clear audio, good visuals, and organized content are essential to produce a professional presentation that effectively communicates the student's work and reflections.

Overall, this assignment emphasizes the importance of clear communication, proper organization, and reflective thinking in presenting a comprehensive e-portfolio. The process enhances digital storytelling skills and encourages students to critically evaluate their learning journey, setting a foundation for future academic and professional pursuits.

References

• Barrett, H. R. (2011). Balancing the two E’s of ePortfolio assessment. ECAR Research Digital Commons. https://www.educause.edu
• Chen, H. L. (2014). Building a compelling ePortfolio: Strategies for student reflection and presentation. Journal of Educational Multimedia and Hypermedia, 23(2), 195-208.
• Lorenzo, G., & Ittelson, J. (2005). An overview of ePortfolios. In Designing ePortfolio Systems (pp. 1-20). Educause.
• Purdue University. (2020). ePortfolio guidelines and best practices. https://guides.purdue.edu/eportfolios
• Serban, A. C., & Swartz, R. (2016). Reflection as part of ePortfolio assessment. Assessment & Evaluation in Higher Education, 41(3), 489-499.
• Schellenberger, C. (2013). Using ePortfolios to promote students’ reflection in learning. International Journal of ePortfolio, 3(2), 161-170.
• Wolk, S. & McKinney, B. (2012). Structuring ePortfolios for learning and assessment. Educational Technology & Society, 15(2), 116-125.
• Wilson, B. G. (2013). Open digital storytelling. Journal of Interactive Media in Education, 2013(1), 1-9.
• Yancey, K. B. (2009). Reflection in the teaching practices of writing instructors. College Composition and Communication, 60(2), 335-362.
• Zubizarreta, J. (2015). The learning portfolio: Reflective practice for improving student learning. John Wiley & Sons.