E Portfolio Due Thursday, May 16 Before Midnight
E Portfoliodue Thursday May 16 Before Midnightpurposeeducational Elec
E-Portfolio Due Thursday, May 16 before midnight Purpose Educational electronic portfolio that serves as a chronicle of your academic work. Includes reflections for all major assignments of the class that tells the story of your learning to professionals and professors. You reflect on your experiences as a student and writer for the class. Guidelines Create a PowerPoint where you include a Biography of yourself and a reflection for every single major assignment for the class. A BIO of you.
Tell me your hobbies, your major, and anything exciting about you. 250 words 3 reflections; Answer the questions in the following slides for each major assignment (250 words minimum per reflection). You are reflection on the 3 major assignments of this class: Genre Analysis Literature Review Documentary Questions for Reflection Here are the questions to keep in mind for the reflections: Do you feel you accomplished the purpose of the assignment? What did you learn, and how can you use it in the future? In what specific situations might these lessons and skills be applicable?
Did you practice any particular skills you would like to continue developing as you move forward? How well do you feel you met the criteria for this assignment? Cont. How did your writing process for this assignment facilitate or obstruct your progress? Was your revision process effective?
How, if at all, could you have altered it to make writing more effective? (Answer all of these questions for each major assignment that you had for class. The reflections need to be no shorter than 250 words).
Paper For Above instruction
The creation of an educational e-portfolio serves as a comprehensive reflection of a student’s academic journey, showcasing their development through various assignments. This project not only documents the coursework completed but also emphasizes personal growth through reflective practice, allowing students to critically assess their learning processes and skills. The e-portfolio function as a valuable tool for both learners and educators, providing insights into student progress, areas of strength, and opportunities for further development.
The e-portfolio assignment requires students to compile a PowerPoint presentation that includes a personal biography and reflective entries for each major assignment completed during the course. The biography should contain details about personal hobbies, major field of study, and any interesting or unique aspects of oneself, distilled into approximately 250 words. This personal touch humanizes the portfolio, fostering a connection between the student and its audience.
The core of the project revolves around three major assignments: Genre Analysis, Literature Review, and Documentary. For each of these, students are asked to compose a detailed reflection of at least 250 words. These reflections should address specific questions that probe the student’s experience with each assignment, including whether they achieved the assignment’s purpose, lessons learned, future applicability of skills, skill development, and the effectiveness of their writing and revision processes.
Answering these questions helps students develop metacognitive awareness about their learning strategies and writing habits, fostering continuous improvement. Reflecting on what could have been done differently promotes a growth mindset, essential for academic and professional development. Through this exercise, students can better understand their strengths and weaknesses as writers and thinkers, better preparing them for future academic ventures and professional endeavors.
Introduction
The creation of a digital e-portfolio is an essential component of modern education, as it encourages self-reflection, critical thinking, and a comprehensive presentation of academic achievements. This assignment encourages students to thoughtfully document their learning journey, highlighting their development in various areas of writing, analysis, and research. By integrating personal biography and reflective insights, students create a holistic portrait of their educational experience, positioning themselves for future success.
Constructing the Biography
The biography section within the e-portfolio serves as an introduction to the student, providing context about their background, interests, and academic pursuits. Including hobbies, major, and intriguing personal details not only humanizes the portfolio but also allows viewers to connect with the student on a more personal level. Limiting this section to around 250 words ensures a concise yet meaningful overview of the student’s personality and academic identity.
Reflective Practice on Major Assignments
Reflecting on each major assignment involves critically analyzing the student’s experience and learning outcomes. For each assignment, students should ponder whether they achieved its purpose, what insights they gained, and how these could be applied in future settings. Additionally, they should evaluate their skill development, how well they met the criteria, and assess their writing and revision processes. This introspective process helps students identify effective strategies and areas for improvement, fostering continuous academic growth.
Conclusion
The e-portfolio is more than a collection of completed work; it is a reflection of the student’s academic journey, personal growth, and future potential. Through thoughtful reflection, students reinforce their learning, develop critical self-assessment skills, and prepare for future academic challenges. The project culminates in a personalized presentation that showcases their development as writers, researchers, and learners, equipping them with a valuable artifact for professional and academic portfolios.
References
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- Elbow, P. (1998). Writing with Power: Techniques for Mastering the Writing Process. Oxford University Press.
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- Moon, J. A. (2005). Learning Journals: A Handbook for Reflective Practice and Professional Development. Routledge.
- Race, P. (2010). Making Learning Happen: A Guide for Post-Compulsory Education. Sage Publications.
- Schön, D. A. (1983). The Reflective Practitioner. Basic Books.
- Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
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- Zeichner, K., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Lawrence Erlbaum Associates.