Brief 1

-What are e-portfolios?Add Contact Form

E-portfolios are also known as “Digital portfolio.” Another brief definition of this terminology is stated by University of British Columbia Office of Learning Technology (2013) that says E-portfolios “are online collections of your work that allow you to demonstrate your skills and interest to diverse audiences.”

Here is a link for Youtube video to show good examples of e-portfolios ↓

a good example of e-portfolio

-How do they differ from traditional portfolios?

“What makes E-portfolios wonderfully different from traditional portfolios is that they can include scanned or digital photos, video and sound clips, animations, programs, diagrams, recordings of students, text, traditional writing and drawings” (e-Portfolios, n.d.)

-What are the common types and uses of e-portfolios?

Lorenzo and lttelson (2005) found that E-portfolios are not only used for students to show their skills and developments of their own work but they are also used by professionals in education industries who use it for teaching such as compiling list of courses taught, lesson plans and teaching philosophy.

-What software, platforms or management systems are commonly used?

Macromedia Dreamweaver/ Youtube / Online dictionaries

-What are some freedom, control, learning, and privacy issues connected to e-portfolio use?

There are ongoing issues in terms of using E-portfolios as they do not have sufficient regulations or policies.

2. Use the internet to find out about reflective practice in learning contexts.

– What are reflective practice and reflective writing?

Surgenor (2011) suggest that “In reflective practice, practitioners engage in a continuous cycle
of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). The goal is not necessarily to address a specific problem or question defined at the outset, as in practitioner research, but to observe and refine
practice in general on an ongoing basis” (p. 2).

Skills Development Team (2013) suggest that “Reflection is a way of enabling self-development and deeper learning by looking back at an experience so as to learn from it and then move forward. A person may discuss learning form an experience; reflective writing takes this stage further by putting the reflection into the more permanent and structured format of a written account and linking it to academic theory” (p. 1)

 

– How does reflective practice enhance learning?

Reflective practice requires me to describe, analyse and criticise my own work. By doing these, I can evaluate my work and look back what I have to do better next time.

-What different types of reflective practice are there and which are most appropriate for the purposes of this paper?

Reflective writing can take different forms. It may be an assessed piece of work that you write for your course in which you include academic theory. Another type of reflective writing is a diary or journal which is written solely for your own benefit, in which you record your thoughts and experiences about your learning experience on a regular basis.

– What are the stages of reflective practice?

Figure 1: Gibbs Reflective Cycle. (Source: Gibbs, G. 1988)

 

– What will your digital asset consist of?

My digital asset is going to consist of pictures online and videos.

-How will you use e-portfolio (and other web-based platforms) to develop this asset?

I will use E-portfolios as a collection of my work. In detail, I am going to upload images and videos to attract viewer’s attention.

-How is it related to your current or future programme of study?

Chinese is one of my majors and this is one of the biggest reasons why I have chosen translation for this assignment. A final E portfolio will be full of my work about Chinese translation. It would definitely be helpful and useful to show my language skills and levels to others such as future employers and professors.

-What is the aim of your asset? What skill(s) do you aim to develop/improve?

My ultimate achievement is to be able to translate Chinese into English or vice versa in beauty articles. This continuous work will definitely improve my Chinese skills to a higher level. To be more detailed, I only know limited vocabulary at the moment but this would be a good opportunity to learn a wide range of vocabulary in various areas.

 

– What is your weekly plan of action (present a detailed plan for each week – Week 5, Week 6,…. Week 12)

WK 5 – Advertisements from magazines

As far as I am concerned, reading magazines is a good approach to improve my reading skills step by step as the vocabulary is not academic. The vocabularies in magazines do not require high skills in the level of language knowledge needed so I would not be put off initially.

This week (week 5) Karen has strongly suggested me to narrow it down my topic.

Translating all sorts of media forms are too wide and it is hard see my progresses in the end.

Therefore, I will specifically start to work it on translating news articles about beauty from one of the popular Chinese news website called CCTV.

Here is a link to beauty section on CCTV website.

http://style.cntv.cn/beauty/

As far as I am concerned that Chinese girls are very interested in beauty. By translating such news, I will not only learn my language skills but also get familiar with current Chinese culture.

It would be a very first step to get to know about Chinese culture in deeply.

In addition, some weeks I will put relevant videos of the news articles which helps me to improve my listening skills.

I will use subtitles from Youtube and use online dictionary tool from the link ” http://translate.reference.com/”.

Week 6 – This week I am going to translate a hairstyle tutorial. I do not know a sing word which is related to this topic at all. It would be very  useful to know general terminologies of hairstyling. I would like to become familiar with the format of online articles.

http://style.cntv.cn/2014/04/02/ARTI1396403248891690.shtml

Week 7- This is week, I am going to translate an article in relation to ‘diet’. Information about this article require me to know a lot of high-level vocabularies, in particular scientific vocabularies. Personally, I am the person who is very concerned about health so I would like to know about more about this topic  in detail.

Week 8- I will focus on skincare this week. This is an opportunity to expand a range of vocabularies.

Week9 –I am going to translate about a make-up tutorial which is uploaded CCTV beauty section. For translating into English, I am planning to use a subbing tool from Youtube. By doing so, I will learn how to put subtitles on the video. In addition, by listening to such video clip over and over, it will help to improve my listening skill.  (See the instructions posted by Vickel on iReflect community )

Week10- Translating about a review of a cosmetic product. By reading people’s reviews of the product, I will be familiar with commonly used phrases for daily communication and know some phrases what people likely to use these days.

http://style.cntv.cn/2013/07/04/ARTI1372920239076963.shtml

Week 11 – An advertisement of beauty products explain features of the particular product and information. It will contain specific terminologies for make-up so I believe this is a good opportunity to learn such words.

Week 12- I am going to translate another video of make-up tutorial.  This time I would certainly find it less difficult to subbing on Youtube.

By translating such articles into English, it will not only extend my range of vocabularies but also a good opportunity to get familiar with current Chinese culture about beauty.

Every Tuesday, one of my Chinese lecturers will proofread my  translations and make some corrections.

-What criteria will you use to identify whether you are making progress towards your aim?

I will follow my weekly plan of action whether I am making progress toward my aim.

– What theoretical references will you use to guide, critique and evaluate your own work.

References:

e-Portfolios. (n.d.). Retrieved from http://www.ist.massey.ac.nz/eportfolios/introduction.asp

Gibbs. (1988). Gibbs Reflective Cycle. Retrieved from https://www.kent.ac.uk/learning/PDP-and-employability/pdp/reflective.html.

Lorenzo, G., & lttelson, J. (2005). An Overview of E-Portfolios. EDUCAUSE Learning Initiative, 1, 1-27. Retrieved from http://www.educause.edu/library/resources/overview-e-portfolios

Skills Development Team (2013). Guide to Reflective Writing. Learning and Information Services, 006, 1-3. Retrieved from http://www.wlv.ac.uk/lib/PDF/LS006%20Guide%20to%20Reflective%20Writing.pdf

Surgenor, P. (2011). Tutor, 1. Reflective Practice. Demonstrator & Coordinator Development at UCD, volume number, 1-24. Retrieved from http://www.ucd.ie/t4cms/Reflective%20Practice.pdf

University of British Columbia Office of Learning Technology. (2013). Centre for teaching, learning and technology. Retrieved from http://ctlt.ubc.ca/educational-technologies/eportfolios/

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