ePortfolio: Final presentation

Introduction

At the beginning of the year we were presented with a project to do whatever we wanted to do. As a class we decided to help the freshmen at Texas Tech University to transition into the college life. The goal of the project was to get the freshmen to be excited to be freshmen at Texas Tech as well as getting them to transition into the college life a little better. During the first few weeks of class, we analyzed other artifacts that are available that attempt to make college transition better. There were several different websites presented by my classmates that gave really helpful information to students when it comes to making the transition to college a little easier. Once we analyzed the artifacts at several different mediums, the class decided to break up into smaller groups in order to more effectively work together. The thought process for doing this was simple. With less people giving input, we can get more accomplished. Within our groups we discussed several different mediums that can be used to get our message across. Some of the ideas thrown out were fliers, powerpoints, videos, websites, or large groups. In my group, we decided it would be best to present the information through a website and integrate visual media such as photos and video. We also decided to use blog technology to communicate with our audience.

The course has several criteria in order to receive full credit. The criteria for the class can be found at www.richrice.com where it states the course requirements to be as followed.

1. Critical thinking. Students will compose a collaborative essay in multiple drafts that builds on peer and teacher commentary. Students will also produce reflection in an ePortfolio and in blogs related to course material, and will revise two papers they're working on or have worked on from other classes. Measurement: completion of the writing assignments at a quality level.
2. Audience awareness. Students will compose multiple writing projects that meet the needs of of specific audiences. Measurement: observation and analysis of artifacts produced.
3. Analyzing effective collaboration. Students will consider the work of designing effective and productive collaborative groups to accomplish specific tasks. Measurement: successfully create, manage, produce, and report on artifacts through collaboration.
4. Knowledge information presentation. Students will take an active role in summarizing, synthesizing, and presenting course content. Measurement: successful completion individual presentation.
5. Diversity and multiculturalism.. Students will explain the advantages and disadvantages of various teaching and learning and meaning making concepts related to a universe of users. Measurement: active participation in classroom discussion and online blogs.

I have composed several different artifacts throughout the semester that have insured I have met eat of these requirements. Some of the artifacts I have worked with are, www.go.lubbockonline.com, www.raiderk84.blogspot.com, homeslyce, collegeuniversity 101 My Blog, and www.realraider.com. On my blog and through RealRaider.com, you will see most of my composition, and the other artifacts demonstrate my critical thinking. All of these together comprise my ePortfolio, and let help justify why I deserve an A in English Composition 4360.

Artifact 1: Critical thinking and Diversity and multiculturalism

Critical thinking is measured by the completion of the writing assignments at a quality level. My Blog is the best demonstration of my critical thinking. This is a good representation of my critical thinking because demonstrates my writing about issues that have taken place in the class. Found in the first blog titled “What I want,” you can see the beginning of what I wanted to get out of this class. As the blog progresses, you can see the evolution of my opinions with the class issues. Although blogs are traditionally more relaxed and informal, I feel the content presented in my blogs is at a scholarly level. For instance, when you scroll to my blog titled “Scoring guides vs Rubrics,” you will see an artifact with a high level of writing. I feel the content and opinions in this artifact represent a high quality of work, because of what it did in the classroom. As a class, we were having a hard time choosing if rubrics or scoring guides were more efficient. When I presented the information in the blog to the class, we decided to go with it.

Artifact 2: Audience Awareness


I completed these criteria in the first week of class, and continued to use it throughout the semester. As a class, we analyzed artifacts that cover our topic and are already available to students. While doing audience analysis’ I found the websites, Homeslyce, and collegeuniversity 101. These two websites give freshmen a list of the top things they need to know before heading to college. I also analyzed www.go.lubbockonline.com and www.raiderj84.blogspot.com because I wanted to be well rounded with both educational and social aspects of transitioning into college. Throughout the semester I have continued to refer to these websites as well as others presented by my classmates. Analyzing my audience and other artifacts has helped me to produce my final project.

Artifact 3: Analyzing effective collaboration

Successfully creating, managing, producing, and reporting on artifacts through collaboration can measure analyzing effective collaboration. This requirement was a big one. It ultimately led to our the completion of our final project. My final project can be found at www.realraider.com. This is the website that my group and I collaborated on to reach freshmen students. My part in the final project included designing and publishing the website and creating content to be on the website. I chose to design the website with the iWeb program. I completely laid the site out and designed it to best fit our needs while still getting our message across. The entire group had a part in putting the website content up. The content that I published can be found on the “finance” tab of the website.

Artifact 4: Knowledge information and presentation

The last criteria for this course are being completed with this project. By completing my ePorfolio and explaining my presentation, I’ve more than shown knowledge for the course and the purpose of the project.

Conclusion

In conclusion, I have completed the English 4360 Composition course by completing each of the learning objectives. The artifacts presented in this ePortfolio justify my completion of the learning objects and why I deserve an A.