We Will Use Portfolium In This Course Watch This Video

We Will Use Portfolium In This Course Watch This Video To Learn More

We will use Portfolium in this course. Watch this video to learn more about Portfolium. What is Portfolium? When creating an e-portfolio, what do you feel are the essential components that capture what you've 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 the digital age, e-portfolios have become a vital tool for students to showcase their skills, achievements, and learning trajectories. Portfolium, as an innovative platform, offers an accessible and organized way for students at Appalachian University (APUS) to reflect on their academic journey and present their accomplishments professionally. Creating an effective e-portfolio involves thoughtful selection and presentation of key components that best demonstrate one's learning and development. It also serves as a strategic resume for future employment or academic opportunities, emphasizing critical skills and experiences that resonate with prospective employers or evaluators.

Essential components of a comprehensive e-portfolio include a personal introduction or mission statement, a curated collection of artifacts, reflections on each artifact, and a conclusion that synthesizes the learning experience. The personal introduction provides context about the student’s background, academic interests, and career goals, setting the scene for viewers. Artifacts commonly encompass projects, papers, presentations, certifications, and multimedia evidence that exemplify mastery of subject matter and skill development. Reflection sections are crucial; they allow students to articulate what they learned from each artifact, how it contributed to their growth, and how it aligns with their career objectives. These reflective insights demonstrate critical thinking and self-awareness.

At APUS, students’ top learning achievements may include successful completion of challenging coursework, development of analytical and problem-solving skills, and mastery of specific disciplines such as transportation, logistics, or business management. Highlighting work such as a comprehensive logistics analysis report, a capstone project, or a presentation on supply chain optimization can effectively showcase these accomplishments. Including diverse artifacts not only demonstrates breadth but also depth of knowledge and the ability to apply learning practically.

From an employer’s perspective, reviewing an e-portfolio provides insight into a candidate’s tangible skills, adaptability, and reflective thinking. The most valued learning outcomes include applied skills relevant to the job, communication abilities, project management experience, and a demonstrated commitment to continuous learning. Artifacts that display real-world problem-solving, leadership, teamwork, and technological proficiency are especially compelling. An employer reviewing an e-portfolio would prioritize evidence that indicates the candidate’s readiness for professional responsibilities and their capacity for ongoing development.

In conclusion, creating a well-structured e-portfolio on Portfolium empowers students to portray their academic and extracurricular achievements compellingly. Essential components such as personal reflections, a curated selection of artifacts, and clear connections between coursework and career goals make the portfolio authentic and engaging. As a review tool, an e-portfolio provides valuable insights into a student's competencies and growth, facilitating more meaningful evaluation for potential employment or further education opportunities. Consequently, students should focus on integrating diverse, high-quality artifacts and reflective narratives that collectively tell a story of their learning journey and professional preparedness.

References

• Eynon, B., & Gambino, L. (2014). Catalyst for Learning: ePortfolio-Based Outcomes Assessment. University of Illinois.
• Brash, S. (2017). Sarah Brash's E-Portfolio. Arizona State University.
• Acker, S. R. (2005). Overcoming Obstacles to Authentic ePortfolio Assessment. Campus Technology.
• University of Wisconsin-Stout. (2017). EPortfolio (Digital Portfolio) Rubric. University of Wisconsin-Stout.
• Lee, J., & Andrews, D. (2019). Effective Use of Digital Portfolios in Higher Education. Journal of Educational Technology.
• Barrett, H. (2011). Electronic Portfolios. In R. P. P. Keri (Ed.), Handbook of Research on Digital Libraries.
• Zubizarreta, J. (2009). The Learning Portfolio: Reflective Practice for Improving Student Learning.
• Lambert, C., & Ertmer, P. (2014). Reflective Practice in Digital Portfolios. Journal of Educational Multimedia and Hypermedia.
• Harrison, A., & Kimmons, R. (2016). E-portfolios and Student Identity. Journal of Learning Analytics.
• National Education Association. (2018). Digital Resumes and Portfolios: Preparing Students for a Digital World.