Course Objectives: · Prepare a scholarly reflection paper describing the artifacts in the portfolio and how they demonstrate skills, knowledge, real-world application, and mastery of the program objec

Scholarly Reflection Paper

Lesson Topics

• The Reflection Paper

• Benefits of Artifacts

• Review and Findings

• Real-World Application

• Your Portfolio – Wrap-up

Introduction

In this lesson, we are going to review and reflect on the lessons taught in weeks 1-6. This lesson is organized into five topics designed to help you meet course Learning Objective #7: Prepare a scholarly reflection paper describing the artifacts in the portfolio and how they demonstrate skills, knowledge, real-world application, and mastery of the program objectives.

The objective of this lesson, therefore, is to produce a reflection paper to help you understand the important concepts taught thus far.our portfolio and why artifacts are important.

Benefits of Artifacts

Remember, an artifact can include documents, videos, notes, podcasts, personal development exercises, and/or audio files highlighting your accomplishments from previous APUS courses. Artifacts contribute to the e-portfolio development because they help you in the following ways:

• Keep track of your work.

• Share information with peers.

• Provide a password-protected location for all materials.

• Showcase learning activities.

Course results and learning objectives can accompany the artifact to highlight its purpose, goals, and benefits. In addition, personal reflective statements can help the reader understand how you have grown since beginning your academic program. A structured e-portfolio peer review is a productive means of both sharing and self-assessing one’s own academic record and providing constructive feedback on another student’s academic record.

Review and Findings 

Before you standardize the information and format your documents, you need to review, analyze, and determine which artifacts will be used for your e-portfolio. This week, you will review each artifact based on specific factors.

Artifact Review Criteria

Now that we understand more about the student benefits of developing e-portfolios and their value in the self-assessment and peer-review processes, how to review an e-portfolio, and what our target findings should be, we will explore learning outcomes associated with the e-portfolio curriculum in the next section.

Real-World Application

Once you have analyzed the documents and selected your artifacts, you should realistically assess how the information will be applicable to you, future employers, and academic institutions. Your artifacts should contribute to your e-portfolio. The artifacts selected should be more than a list of accomplishments, it should be a collection that is visually appealing. It is important to note that your critique of your artifacts may be different from the grade you received for a particular assignment or the grade in the classroom. For example, after reviewing the artifact, you may be able to take the instructor’s comments and improve the artifact before including it in your portfolio. You may be able to combine artifacts or add more content. This self-assessment will help you reflect on how well you met the initial assignment criteria.

The goal in using outcome-based assessment e-portfolio programs, from the university’s perspective, is how to use the program to increase success and persistence rates and improve the student learning experience.

Your Portfolio – Wrap-up

E-Portfolio Contents

An e-portfolio can help you organize your academic work, market yourself to potential employers/academic institutions, and help you understand the interconnectivity of your courses. As you construct your e-portfolio, remember that the goal is to present yourself in the best way possible. In that respect, you can include a variety of student work or artifacts.

Examples of Artifacts

But, also think outside the box. For example, if you were a speaker at an event, what would you include in an e-portfolio to highlight your work? The program? The program announcement? The program flyer? What about post-comments provided via social media?

Acker, S. R. (2005, March 14). Overcoming Obstacles to Authentic ePortfolio Assessment. Retrieved from Campus Technology https://campustechnology.com/articles/2005/03/overcoming-obstacles-to-authentic-eportfolio-assessment.aspx

Brash, S. (2017, March 5). Sarah Brash's E-Portfolio. Retrieved from Arizona State University https://asu.digication.com/sarah_brashs_eportfolio/Critiquing

Eynon, B., & Gambino, L. (2014, April 16). Catalyst for Learning: ePortfolio-Based Outcomes Assessment. Retrieved from University of Illinois https://illinois.edu/blog/view/915/111700

University of Wisconsin-Stout. (2017, March 5). EPortfolio (Digital Portfolio) Rubric. Retrieved from University of Wisconsin-Stout https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html