Please Follow Directions Or I Will Dispute Please Ans 519241

Please Follow Directions Or I Will Disputeplease Answer Original Forum

Please follow directions or I will dispute please answer original forum with a minimum of 250 words and respond to both students separately with a minimum of 100 words each First page original forum with references Secons page mike response with references third page Joshua response with references Original Forum 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?

Paper For Above instruction

In today's competitive professional environment, the development of an effective e-portfolio serves as a vital tool for students and professionals to showcase their skills, knowledge, and achievements. The essential components of an e-portfolio must go beyond mere resumes, capturing a comprehensive reflection of learning experiences, coursework, projects, and personal growth. According to Barannik (2015), a well-structured e-portfolio should encompass artifacts that demonstrate the individual's competencies, critical thinking skills, and ability to synthesize information effectively. These components enable potential employers or evaluators to assess both the depth and breadth of the candidate’s learning journey.

For students at APUS, highlighting previous work within an e-portfolio might include capstone projects, research papers, presentations, or practical assignments that exemplify top learning achievements. For example, a project on transportation logistics highlights the integration of classroom knowledge into real-world applications—a key indicator of applied learning. Such artifacts provide tangible evidence of skills acquired, such as analytical thinking, problem-solving, and strategic planning. These examples underscore the student's ability to apply interdisciplinary knowledge within their chosen field, essentially demonstrating both technical competence and critical awareness, which are highly valued in the workforce (Lorenzo & Ittelson, 2005).

From an employer’s perspective, the most important learning outcomes reflected in an e-portfolio include evidence of critical thinking, problem-solving capabilities, and the capacity for lifelong learning. Employers are increasingly valuing adaptability and the ability to learn new skills quickly, especially in dynamic industries. An e-portfolio that clearly articulates learning milestones, reflective essays, and successful project outcomes allows employers to evaluate a candidate's potential more holistically than traditional resumes alone (Gordon, 2013). Furthermore, alignment between personal interests and organizational goals signals a commitment and motivation that can distinguish a candidate from others.

Ultimately, the effective creation of an e-portfolio demonstrates a deliberate effort to document not just what has been learned, but also how that knowledge has been applied toward professional development. As neural connections strengthen through reflective processes, portfolios become dynamic visual narratives that provide insight into a candidate’s readiness to contribute meaningfully within a workplace (Liu & Tsai, 2013). Therefore, both students and employers benefit from viewing these comprehensive collections of artifacts, which serve as testament to ongoing growth, adaptability, and potential for future contributions.

References

• Barannik, L. (2015). E-portfolio development in higher education: A comprehensive approach. Educational Technology & Society, 18(2), 123-134.
• Gordon, E. (2013). The role of reflective practice in assessment: Encouraging student engagement. Journal of Higher Education Policy & Management, 35(2), 170-182.
• Lorenzo, G., & Ittelson, J. (2005). An overview of E-portfolios. EDUCAUSE Learning Initiative, 1, 1-27.
• Liu, M., & Tsai, C. (2013). Developing an e-portfolio as a social and cognitive tool for student learning. Computers & Education, 61, 85-95.