YOUR LEARNING E-PORTFOLIO (Contribution to Grade 20%)
The guidelines presented are intended to provide a foundation for the experiential learning process, with an emphasis on learning outcomes and competencies that the students will document in their course e-portfolio. An e-portfolio is a compilation of information presented by a learner to equate experiential learning to a specific course for a specified number of semester hours. The e-portfolio is reviewed by an evaluator (or course lecturer) who determines whether there is sufficient explanation and documentation to assess learning and award credit as requested
As part of the course requirement, students are to come up with an e-portfolio with weekly entries reflecting what they have read or done. The portfolio is a purposeful collection of student’s work that exhibits the student's efforts, progress, and achievements in one or more areas of the course curriculum. It should represent a collection of students' best work or best efforts, student-selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering the learning outcomes. This e-portfolio would include notes taken during the lectures/discussions/lab activities/observations made on the use of technologies for library and information management, as well as from relevant materials.
Components of your e-portfolio:
Your e-portfolio must have a table of contents, description of the course, an autobiography, a resume, a significant learning outline, a narrative, a bibliography, and documentation. The portfolio will contribute 20% towards your final grade for the course.
Course Description: It includes the course number and title, centre location, semester credits, catalogue information from which the course number and title were obtained, course description, course objectives, course proforma (if available) and other relevant information about the course.
Autobiography: The autobiography is a complete picture of the learner – who you are, what you have done, what you know, and what you want to accomplish. Prepare an autobiographical essay based on your life and work experiences using your resume as a guide. The autobiography introduces you to the evaluator and helps him or her understand the context of your learning for the particular course you are taking. More importantly, it is intended to help you reflect on how experiences from different times in your life may have come together for a common goal. The essay should be two to four pages in length and summarize the significant learning experiences in your life, define your personal, educational, and career goals, and describe how the learning and goals are related.
Resume: Provide an updated resume to include education and work experiences.
Significant Learning Outline: The Significant Learning Outline is a component to reflect on your learning experiences as they directly relate to this portfolio. A Significant Learning Outline addressing learning competencies of the course and this must be included in the course e-portfolio you submit.
• Develop a chronological outline of your applicable learning experiences. The categories listed may include lectures, employment, presentation, class participation (in the form of answers, volunteer work), recreation, and travel. You may also develop your own category. For each category, list what you have done, describe the activities) and explain what you learned using action verbs (i.e., differentiate, compare, contrast, list, calculate, solve, construct, organize, etc.). These lists of competencies will be used to evaluate your competencies for the course.
Narrative Reflection: From the information and supporting documentation on your Significant Learning Outline, you will develop short essays to relate the learning from your experiences to the concepts summarized in the course description selected. This essay, or "narrative", is a detailed explanation of your activities and the resulting competencies achieved, and it may be based on the questions that the lecturer has given or any other components that the student might like to reflect upon.
• Use the course objectives to guide your discussion of your accomplishment. If these are not available, consult an appropriate text for the course. Use the chapter topics or learning outcomes to structure your narrative.
• In a chronological order, explain where, why, and what experiences were involved and how the learning relates to your degree plan. Explain how this learning is applicable outside the specific job or context in which it was learned.
• For a topic that includes a substantial amount of theory, demonstrate that you have the appropriate balance of theory and application.
• The narrative will incorporate terminology appropriate to the course and examples of applications of the concepts as demonstrated through your accomplishments. Consider the narrative as an “open book” take-home test. Make sure it is clear, concise and free of errors in sentence structure, grammar, or spelling. It needs to demonstrate university-level writing and critical thinking. The narrative may be six to ten pages in length, depending on the topic.
Bibliography: The bibliography indicates reading done on the portfolio subject. Cite sources when you make reference to theorists, laws, and statistical data in the portfolio. References must be cited in Harvard style.
Documentation: • The last section of the outline is documentation, or evidence, to verify both the experience and the learning. This "evidence" can take several forms. For example, a photo of your class presentation document your attendance at the activity but it may not necessarily indicate how well you performed - or if you learned anything at all. To document learning, you may need a sample of your work, your slide presentation, a copy of the notes you took in class, an e-mail from your lecturer giving feedback about your work etc.
As you collect documentation, make clear to the evaluator how the documentation relates to your learning. You may need to add an explanation to the documentation or, if the correlation is not clear, you may need to ask yourself if it is relevant and whether it should be included at all. Extraneous or inappropriate documentation may indicate to the evaluator that you lack understanding of how your experiences relate to your learning.
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