e-portfolio :: investigate
design cycle report guide for my g7 students
Problem Identified
Design Brief
RESEARCH :: Portfolios and e-Portfolios
Research portfolios and outline what they are.
Who Uses Portfolios and Why? (research)
Explain who uses portfolios and why the use them. (e.g. graphic designer use portfolios to showcase their best work and use them when trying to promote themselves and their work to potential clients, architects use portfolios to showcase their work and use them when applying for jobs, teachers use portfolios as a resources for their students, etc.)
Portfolios Styles and Examples (research)
Conduct some research and outline the different types of portfolios, show examples.
What is an e-Portfolio? (research)
Research e-portfolios and created your own e-portfolio definition. Compare and contrast portfolios and e-portfolios.
Student e-Portfolios (research)
Outline why a student would have an e-portfolio, the benefits and purpose of an e-portfolio and show some examples of student e-portfolios. Here are some student e-portfolios http://lukecameronwatson.com/post/59558025411/students-e-portfolio-examples
Design Specifications
- 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.
- add your own
- add your own
- add your own
Testing Methods
The test group will consist of five people and they are:
- Haroon
- SP
- Mr Jordan
- Joyce
- Max
The test is directly linked to the design specifications and my was created with http://www.surveygizmo.com
Bibliography
EVALUATION :: Criterion A: Investigate
0 The student does not reach a standard described by any of the descriptors below.
1 — 2 The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3 — 4 The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5 — 6 The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.