Dara's e portfolio
e portfolio designs
Design introduction
I have created four designs for the e-portfolio that I will create and evaluate. In this smore flyer I will display my design ideas and outline the positive and negative features of each design. I will compare, contrast and conclude with an explanation of the best design and justify my choice. My analysis of each design was through consultation with classmates and my own opinion.
Design specification
The design i create must: -
- be free
- electronic and accessible from any device that can be connected to the internet (tablet, smart phone, desktop computer and laptop)
- be able to store work produced in all classes, i.e. a wide variety of files (images, text, video and sound)
- contain sections for all MYP subjects, MIA and C&S
- have a home page that explains both who the student is and an introduction and explanation of the e-portfolio, furthermore, there must be a photo of the student
- have a good URL &/or Title
- be professional and academic... not cute, funny, silly, etc.
- Nice spacing. (Clear)
- Have a balance amount of texts and images.
- Self introduction.
Design 1
Positive: -
- The big profile picture on the top right corner
- Facebook template style
- Great spacing (Clear)
- Has a balance amount of texts and pictures
- Named the subjects
- Self introduction
- Too much details
- A little kiddy
Evaluated design specification: -
- be free
- electronic and accessible from any device that can be connected to the internet (tablet, smart phone, desktop computer and laptop)
- contain sections for all MYP subjects, MIA and C&S
- have a home page that explains both who the student is and an introduction and explanation of the e-portfolio, furthermore, there must be a photo of the student
- have a good URL &/or Title
- be professional and academic... not cute, funny, silly, etc.
- Having some parts of the design expressing ourselves.
- Nice spacing, clear and easy to understand.
- State the subjects.
Design 2
Positive: -
- Simple
- Centralised profile picture
- No names
- No subjects
- Too much blank
- Not enough details
Evaluated design specification: -
- be free
- electronic and accessible from any device that can be connected to the internet (tablet, smart phone, desktop computer and laptop)
- have a good URL &/or Title
- be professional and academic... not cute, funny, silly, etc.
- Having some parts of the design expressing ourselves.
- Nice spacing, clear and easy to understand.
Design 3
Positive: -
- Words explaining photos
- Well stated titles
Negative: -
- No subjects
- Not specified
- a little complicated
Evaluated design specification: -
- be free
- electronic and accessible from any device that can be connected to the internet (tablet, smart phone, desktop computer and laptop)
- be able to store work produced in all classes, i.e. a wide variety of files (images, text, video and sound)
- have a good URL &/or Title
- be professional and academic... not cute, funny, silly, etc.
- Having some parts of the design expressing ourselves.
Design 4
Positive: -
- Clear
- Nice spacing
Negative: -
- No texts
- No self introduction
- No names and subject
- Too much blank
Design specification: -
- be free
- electronic and accessible from any device that can be connected to the internet (tablet, smart phone, desktop computer and laptop)
- have a good URL &/or Title
- be professional and academic... not cute, funny, silly, etc.
- Having some parts of the design expressing ourselves.
- Nice spacing, clear and easy to understand.
Conclusion
I think design #1 is the best because of the reasons stated below
- Be free
- Accessible with any devices that can be connected to the internet.
- Have all subjects
- Parts that expresses ourselves
- Great spacing (Clear)
- Has a balance amount of texts and pictures.
- Named the subjects
- Self introduction
And so it will be the design i will create.
Assessment for Criterion B: Design
0 The student does not reach a standard described by any of the descriptors below.
1 — 2 The student generates one design, and makes some attempt to justify this against the design specification.
3 — 4 The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5 — 6 The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.