Explain transportation and logistics management | Why Conduct an E-Portfolio Review?
Explain transportation and logistics management
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Why Conduct an E-Portfolio Review?
Importance of Reflection in Metacognition
E-Portfolio Review and Reflective Writing
In this lesson, we discuss the importance to both student and faculty of an academic e-portfolio review. The three topics of this lesson are designed to help you meet course Learning Objective #4: Revise artifacts from previous coursework throughout the program based on feedback from the instructor.
The goal of this lesson, therefore, is to advocate for e-portfolios and the e-portfolio review process.
Why Conduct an E-Portfolio Review?
E-portfolio review, according to the Association of American Colleges & Universities, is the process of a student collecting his or her past work under the academic program, reflecting on the strengths and weaknesses of their research and writing, and striving to learn from the exercise (of reviewing their work) and to improve (Miller & Morgaine, 2009).
But equally important and beneficial to faculty and academic departments, the e-portfolio review process avails empirical data from their own reassessment of the work contained in portfolios, enables institutional reflection on the data in curricular contexts, and facilitates the institution use of the data and reflections to plan for future curriculum improvement (Miller & Morgaine, 2009).
An e-portfolio review provides numerous benefits to students, educators, employers, and lifelong learners.
Building an e-portfolio will expose a student to a process for codifying a life-long learning process. The student’s learning abilities will receive wider recognition from peers. Self-confidence will be enhanced as a student takes control of his or her learning. Students with e-portfolios will likely be able to leverage the documentation for course credits. Students can take advantage of the e-portfolio’s portability and accessibility 24/7. The cognitive benefits of receiving feedback from academics are availed by having a documented set of learning goals, objectives, and accomplishments.
For students who become educators, they will have been exposed to and understand the inherent benefits of both the process of building an e-portfolio as well as the product itself.
Employers will have an enriched set of data in which to assess a worker’s values and skills. A worker’s progress and growth will often be on display (to human resource professionals attempting to match people to tasks) in his or her e-portfolio, as will strengths and potential employment interests. Workers aligned with their strengths and interests tend to be more productive.
For lifelong learners, having an e-portfolio enhances their ability to think creatively and critically about what they have accomplished and hope to accomplish in the continuous academic arena they enjoy existentially. The importance of having a logical academic record is critical to lifelong learners, as much as it is to students getting a secondary degree. Lifelong learners cherish a tangible representation of the time and effort they have expended and will expend in pursuit of learning.
Why Conduct an E-Portfolio Review? (Continued)
Bottom line, according to the Association of American Colleges & Universities, e-portfolios, as well as the e-portfolio review process itself, provide:
A treasure trove of information for both students and faculty to learn about achievement of important outcomes over time, make connections among disparate parts of the curriculum, gain insights leading to improvement, and develop identities as learners or as facilitators of learning, and
Rich opportunities for metacognition (awareness and understanding of one’s own thought processes) through periodic reflections that may help students develop an array of outcomes and skills (Miller & Morgaine, 2009, para. 3).
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