Assignment Comp

7/28/2019 Assignment Comp

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Q U E S T I O N 1

What is e-portfolio? Explain in detail how you as teacher can create and utilize your

own e-Portfolio.

What is e-portfolio?

-portfolio is a valuable learning and assessment tool. An e-portfolio is

digitized collection of artifacts including demonstrations, resources, and

accomplishment that represent an individual, group or institution. This

collection can be comprised of text-based, graphic, or multimedia elements archived

on a Web site or on other electronic media such as a CD-ROM or DVD. An e-portfolio

is more than a simple collection. It can also serve as an administrative tool to

manage and organize work created with different application and to control who can

see the work. E-portfolio encourage personel reflection and often involve the

exchange and feedback.

E


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There are three main types of e-portfolios, although they may be referred to

using different terms:

developmental (e.g., working),

reflective (e.g., learning), and

representational (e.g., showcase).

A developmental e-portfolio is a record of things that the owner has done over a

period of time, and may be directly tied to learner outcomes or rubrics. A reflective

e-portfolio includes personal reflection on the content and what it means for the

owner's development. A representational e-portfolio shows the owner's

achievements in relation to particular work or developmental goals and is, therefore,

selective. When it is used for job application it is sometimes called Career portfolio.

How me as teacher can create and utilize my own e-Portfolio.
http://en.wikipedia.org/wiki/Rubric_(academic)http://en.wikipedia.org/wiki/Career_portfoliohttp://en.wikipedia.org/wiki/Career_portfoliohttp://en.wikipedia.org/wiki/Rubric_(academic)


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-portfolio that I create will allow me to have a common place to put my work,

projects and galleries throughout my school life. Besides that, with my e-

portfolio that I create I must be able to view my friends e-portfolios and

explore the many different ways of doing projects. I also can give comments to their

e-portfolios and give ratings. This encourage me to share my ideas and engage one

another to learn and explore together while building up my own e-portfolio. I and my

friends can create and share knowledge. I also can share my projects and explore

projects created by students from other schools.

E

E-Portfolio will records my progress through the years in the school. It help me to

build my showcase of the many stages in my school life. With e-portfolio I are able to

upload my projects files to a system, get other people to mark and give feedback to

my folio and even upload photo galleries to share with other friends. At the end of

my school life I can then export my entire e-portfolio as a zip file so I can bring it

along with me to my next school or use it to enrich my own resumes.

E-portfolio that I create must includes the following steps:

1. Assess/Decide

2. Plan/Design

3. Develop,

4. Implement

5. Evaluate

Assess/Decide.

The focus is on needs assessment of the audience, the presentation goals, and the

appropriate tools for the final portfolio presentation.

Design/Plan.

In the second stage, focus on organizing or designing the presentation. Determine

audience-appropriate content, software, storage medium, and presentation

sequence. Construct flow charts and write storyboards.


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Develop.

Gather materials to include in the presentation and organize them into a sequence

(or use hyperlinks) for the best presentation of the material, using an appropriate

multimedia authoring program.

Implement.

The developer presents the portfolio to the intended audience.

Evaluate.

In this final stage of multimedia development, the focus is on evaluating the

presentations effectiveness in light of its purpose and the assessment context.

Stages of Electronic Portfolio Development

Portfolio

Developme

nt

Stages of Electronic

Portfolio

Development

Multimedia

Developme

nt

Purpose &

Audience

1. Defining the

Portfolio

Context & Goals

Decide,

Assess

Collect,Interject

2. The WorkingPortfolio

Design, Plan

Select,

Reflect,

Direct

3. The Reflective

Portfolio

Develop

Inspect,

Perfect,

Connect

4. The Connected

Portfolio

Implement,

Evaluate

Respect

(Celebrate)

5. The Presentation

Portfolio

Present,

Publish

Levels of electronic portfolio software strategies based

on ease of use.


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0 All documents are in paper format. Some portfolio data

may be stored on videotape.

1 All documents are in digital file formats, using word

processing or other commonly used software, and stored in

electronic folders on a hard drive, floppy disk, or LAN

server.

2 Portfolio data is entered into a structured format, such as a

database or Hyper Studio template or slide show (such as

PowerPoint or AppleWorks) and stored on a hard drive, Zip,

floppy disk, or LAN.

3 Documents are translated into Portable Document Format

with hyperlinks between standards, artifacts, and

reflections using Adobe Acrobat Exchange and stored on a

hard drive, Zip, Jaz, CD-R/W, or LAN server.

4 Documents are translated into HTML, complete with

hyperlinks between standards, artifacts, and reflections,

using a Web authoring program and posted to a Web

server.

5 Portfolio is organized with a multimedia authoring program,

incorporating digital sound and video. Then it is converted

to digital format and pressed to CD-R/W or posted to the

Web in streaming format.

HOW TO CREATE AN E-PORTFOLIO


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n e-portfolio can be as simple as a Word document or as complex as a

multimedia Web page. We can create simple e-portfolios using a word

processing program. The important factor to create an e-portfolio is not the

level of computer skills, but rather the ability to select meaningful work and produce

a final product that can be viewed and used by other peoples such as students and

other teachers.

A

Example of simple e-portfolio in Word:

Open a Word document and type the following: "Roses are red, violets are blue,

sugar is sweet, and so are you."

Save that document to the Desktop as poetry.doc.

Create a new Word document and type the following: "3/24/04 -- Today we

visited the Children's Museum in town and learned about sound waves."

Save that page to the Desktop as journal.doc.

Create a third Word document and type the following: "Welcome to Maria's

Portfolio."

Save that page to the Desktop as main.doc. Do not close your documents yet.

Here's what you've created so far:


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INSERTING HYPERLINKS

In the file called main.doc, hit Return/Enter, and type "Click Here to Go to My

Poetry Page."

Highlight that sentence, go to Insert>Hyperlink, click File (or Document), and

browse to find poetry.doc.

Click the file name, and then click OK. The sentence "Click Here to Go to My

Poetry Page" now is underlined and in blue ink, and the main page is linked to

the poetry page.

Go to journal.doc, type "My Journal," type "Click Here to Return to the Main

Page," and repeat the steps above to link the journal page to the main page.

Go to the poetry page, type "Click Here to Return to the Main Page," and

repeat the steps to create a link from poetry.doc to main.doc. Create as many pages as needed for the e-portfolio and link them to one

another.

Create a new folder on your Desktop and drag all the documents you've

created into it.


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That's it. If this were a real e-portfolio, you'd want to save it where others

could view it on the Web, a network server, or even just a classroom computer.

Q U E S T I O N 2

Based on the statement below:

In line with the countrys information and communication technology (ICT) master

pelan and vision 2020, Malaysia recognized that the transformation of its education

system is fundamental to achieve its objectives. The ministry of Education. With the

participation of non-governmental agencies, is focusing on the development of the

new media for use as educational. Due to its belief that ICT can make a changes in

education and learning, the Ministry plans to integrate ICT into education on a

fundamental level, incorporating systems to facilitate management, information

gathering, access, and various forms of communication

Explain in details with evidence are some issues and challenges integrating ICT in

teaching and learning in our Malaysian School.

n my opinion, the biggest challenger in integrating ICT in our Malaysian schools

is, the appropriate rooms or buildings available to house the technology are

needed and of course, the equipments. The government will spend a lot of cost

to build the appropriate buildings in Malaysian schools. Another basic requirement is

the availability of electricity and telephone. In Malaysia, some developing areas are

still without a reliable supply of electricity and the nearest telephones are miles

away such as at the Sabah and Sarawak.

IThere might be no problem in the urban area, but how with the people who

lived in the rural area? Some of the family still did not have a computer in their

house. Thus, their child can not practice what that they have learned in the school at

their house. This is such a waste when the students forgot what that they havelearned. For instance, a basic requirement for computer-based or online learning is

access to computers in schools, communities, and households,

as well as affordable Internet

service are needed.


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Besides that, all the infrastructure and application of ICT are only being

concentrated at urban area especially big town such as Kuala Lumpur. This is not fair

because only the people in urban area can enjoy the facilities of ICT while people in

rural area just get the information through traditional way such as text book and

explanation by teachers. How can ICT be integrating in teaching and learning if only

students from urban area able to use this modern apparatus? Students from rural

area cannot apply the knowledge of ICT due to lack of computer and lab in their

school. Moreover, get access to internet and computer is basic way to learn ICT.

More money are spent to build big and beautiful building rather than built a well-

equip computer.

In addition, our country has limitation of infrastructure such as computers, ICT

labs and low connection to access internet especially in rural area. There a number

of schools have not enough computer lab and computer for every student. Even in

smart school, the ICT equipments also not complete and always faced the problems

of lacking computer or latest ICT software. Compare to other developing countries

which have excellent infrastructure and total application on ICT, our country really afew steps behind.

Other than that, the teacher professional development should have skills in

teaching the students using the ICT with particular application. Ideally, these should

be addressed in pre-service teacher training and built on and enhanced in-service.

ICTs are evolving technologies, and so even the most ICT fluent teachers need to

continuously upgrade their skills and keep abreast of the latest developments and

best practices.

Some student might feel uncomfortable with the new technologies especially

student in the rural area where most of the ICT application use the English language

for the contents and it is the responsibility of the teacher to guide and teach them to

use the computer. Implementing academic computing is a long and expensive

process. It may take many years for Malaysian schools to be successful. Although


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funding is an important factor, many other factors must be taken into account before

and during the implementation of academic computing initiatives. Failure to address

important issues may result in wasted resources and ineffective implementation.

However, implementing ICT the education is a good way to increase the

development in Malaysia. Thus, government should take more appropriate ways to

ensure that the vision 2020 can be achieve.

Q U E S T I O N 3

Discuss Malaysian Governments Proactive Policies to Spur ICT Growth in the

country. Explain the policies in details with fact.

CT development in this country continue to rise rapidly in 2010, this is driven by

the development of technological equipment and lifestyle online. Thus it is

balanced by a proactive government policy to increase penetration and

connectivity between people and the business of business. As the transformation

agenda, ICT was also outlined as a catalyst for economic growth and to convert

Malaysia into the high-income countries under the New Economic Model (NEM).

ITo show the seriousness of the potential use of ICT, the government has,

among others, launched a high-speed broadband (HSBB) and the National

Broadband Initiative (NBI) in March 2010, aims to increase broadband coverage and

usage in the country. NBI is also trying to increase broadband use by students and

low income groups, in line with the government to make public knowledge.

In its earnest move to drive the ICT agenda and transform Malaysia into an

innovative digital economy, the government also enhanced the National Information

Technology Council as a high-level think tank to advise it on related matters. Under

the plan, four categories were identified, namely ICT as industry, ICT as enabler, ICT

for society and ICT critical success factors.


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Following the government's continuous efforts and push, the household

broadband penetration in the country has now risen meteorically to more than 54

per cent from the initial 50 per cent targeted for this year. The penetration rate at

the end of last year was only 31.7 per cent.

The communication sub-sector was expected to record a higher growth of 7.3

per cent by the end of 2010 from six per cent last year, largely driven by the robust

performance of the telecommunications industry. Cellular phone subscriber base is

anticipated to expand by nine per cent to 32.8 million, achieving a penetration rate

of 112.5 per cent by the year end, compared to 8.8 per cent (30.1 million and

penetration rate of 105.4 per cent in 2009). Some 750,000 premises nationwide

were expected to have access to HSBB at the end of 2010.

Malaysians are undeniably IT-savvy and online junkies. The fact is supported

by a recent survey, which showed that Malaysians topped the list of having the most

friends in the social networking sites, including Facebook. Based on the survey by

British research firm TNS in October, Malaysians have the most friends in the social

networking sites including Facebook, with an average of 233 friends each, followed

by Brazilians with 231 friends and Norwegian (217).

The survey was based on recent interviews of 50,000 consumers in 46countries. It ranked Japanese users as having the least number of friends, at an

average of 29. The survey also found that Malaysians spent nine hours weekly on

online social sites. Not only small and private businesses have benefited from the

service, this year also saw more and more authorities, enforcement agencies and

even local government agencies embracing Facebook and other social networking


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sites as suitable channels to reach out to the people, especially the younger IT-savvy

crowd.

For instance, the Royal Malaysian Police (PDRM) has created its own Facebook

page in its effort to combat crime. The police force's official account called "Polis

Diraja Malaysia" has also been used as an alternative platform to disseminate

information to the public, and to post updates on high-profile cases and tips for

crime prevention, as well as updates on key community policing initiatives.

As for individuals, if previous years saw them joining the bandwagon of

Facebooking and blogging, this year, saw many of them, including politicians from

both sides of the divide, progressing to microblogging and using Twitter to update

their followers with the latest happenings. It was also reported in June that there

were some two millions bloggers in the country. However, the wizardry of ICT also

has its downside, especially when it is used irresponsibly.

For instance, early this year, Mohamad

Tasyrif Tajudin, a 25-year-old student of the

National Academy of Arts, Culture and Heritage

(Aswara) in Kuala Lumpur became the first

person to be charged under the

Communications and Multimedia Act 1998 for

posting intimidating comments related to racial

harmony in the country. The case has raisedconcerns that the social networking service is

being used by unscrupulous quarters for ill

intentions.

Recently, Deputy Foreign Minister

Richard Riot said that international drug


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syndicates had used the popular social network to seek and lure young women to be

drug mules.

Q U E S T I O N 4

The development of the personel computer and the Internet has enabled man to

transcend the barriers of physical distance. People no longer limit their learning to

an educational setting such as a school or university. Learning can take place at

home or at the office, by online distance learning. The future of technology will

enable people to be life-long learners. Learning will continue into the work place

where there is need to keep up with current information. Draw a mind map that

describes the future trends of education. You may include text with image

depending on your creativity. (Use computer)

What will happen in the future is thatlearners will be offered learningresources according to their specific andpersonal interests, aptitudes, skills andalready attained educational levels, whilein the course of attending their job,playing a game or exploring a new kind


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Future Trend of

Education

Personalized Learning

We have powerful and

inexpensive computers we

can sling over our shoulder

or carry in our shirt pocket.

These computers are

connected wirelessly to the

internet at bandwidths

sufficient to allow instantmultimedia communicationanywhere on the planet.

These computers will only

improve in the years ahead,

becoming faster, slimmer,

and more affordable and

education may be deeply

Groups Versus Networks

Though networks have

always existed, modern

communications

technologies highlight their

existence and given them anew robustness.

Networks are distinct from

groups in that they preserve

individual autonomy and

promote diversity of belief,

purpose and methodology.

In a network, however,

people do not act asdisassociated individuals,

but rather, cooperate in a

series of exchanges that can

produce, not merely

individual goods, but also

social oods.

Learning Management

The idea of competences is

that they are based on

identifiable skills or

capacities, and hence arenot rooted in a body of

content but rather in a

students personal growth.As such, students are able

to select their own track or

achievement path through a

competence domain, as

informed by their owninterests, employer needs,

or in the case of youngerstudents, parental guidance.

Each competence,

meanwhile, corresponds to

a selection of learning

resources (andspecifically,

Personal Learning

Environments

The personal learning

environment(PLE) is a

collection of concepts

intended to express thisidea.

Process of learning from a

variety of courses and

according to ones

personal, context-situated,needs.

The process, simply, is that

learners will be presentedwith learning resources

according to their interests,

aptitudes, educational

levels, and other factors

while they are in the

process of working at their

job, engaging in a hobby,

or la in a ame.


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Future Trend ofEducation

Connectivism

This is the fundamental

understanding behind a

learning theory developed

to describe learning in

networks,connectivism.

The theory proposes that

knowledge is contained,

not merely in the bits of

information transmitted toand fro as content and

creations, but in the way

these contents, and the

people that create them,

link together.

Create and distribute

learning opportunities andresources, and facilitate a

students participation in a

Learning Resources

Specialized multimedia

content consumption,

editing and authoring

systems designed to

facilitate a students abilityto perceive and perform as

modeled by experts in a

community of practice.

These resources will not be

inert content objects, but

rather, will need to be able

to learn about the

environment they are beingoffered in, be able to learn

about the student, and to

get this information not just

locally but from wherever

it ma be on the internet.

To use a PLE will be

essentially to immerse

oneself in the flow of

communications that

constitutes a community of

practice in some disciplineor domain on the internet.

Rich Site Summary

standard - RSS- allowed

content creators tosyndicate their writings and

other creations.

Using RSS feed readers,

web users do not go to webpages or search for content,

but rather, subscribe to RSS

feeds and let the content

Content Versus

Conversation

The personal learning

environment is more of a

conferencing tool than it is

a content tool.

The focus of a personal

learning environment is

more on creation and

communication than it is

consumption andcompletion.

In particular, that the

various channels created by

the PLE enable is for a

student to form a set of

connections with a

collection of individuals at

Flow and Syndication
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