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Hi, I am Chan Tai Man, a  year-1 students from the BEd (xxx) programme. I feel excited to join HKIEd and I hope to learn to these 4/5 years of study in HKIEd..... 

Reflection and learning plans about my generic learning competencies

My reflection: (write a small paragraph about your reflection on your Generic Learning Competencies)

1. What- identify strengths and weaknesses;

- identify your strengths and weaknesses of your Generic Learning Competencies (based on the report/ own experiences)

- What does the individual report show about me? Describe them

- Does the report provide something new in understanding your generic skills achievements?

 e.g.Generic Learning Competencies that I am good at:

  • Communication Skills (written and oral)
  • Social Interaction Skills

Generic Learning Competencies that I hope to improve:

  • Creative Thinking Skills
  • Problem-solving skills

 

2. Why- explore reasons for my strengths and weaknesses;

- How did I develop the generic skills (in the previous year(s))?

- What challenges did you encounter and how did you try to solve them?

- Why am I weak at certain skills?

- Can you provide some examples to illustrate?

 

3. How - find ways for improvement

- What goals will you set?

- How can you achieve them?

- Have your teachers/parents/peers provided any suggestions to you before? Are the suggestions helpful and how can you achieve these?

 

My learning plans: (Write learning plans on how to improve your Generic Learning Competencies)

- be practical (e.g.read a few pages per day)

- measurable (e.g.remember 5 new words per day)

- Relevant (e.g. I want to join sport team to improve my social skills)

- Specific (e.g. I want to be able to identify pros and cons of different arguments)

- Sustainable (e.g. I commit to voluntary work for the betterment of others and personal growth)

 

Attached please find the individual report of my Generic Learning Competencies below

My GE Essay 2

Please see my Essay 2 below. Other essays are uploaded too as the evidence of my learning throughout the process.

Folder contents:

eJournal 1 - 23 October 2015

Posted on 13 August 2013, 12:11
Last updated 20 August 2015, 16:44
Tags: GE

DUMMY TEXT 

The key purpose of the eJournal is to provide a developing and ongoing bridge between the course input (provided by lecturers and prescribed readings) and your own thoughts, reflections, ideas and questions about the input. The eJournal will constitute an individual record of the course syllabus. In contrast to the essays–which assess the level of your knowledge of issues, the assessment of the eJournal will focus on the quantity and quality of your genuine attempts to understand and think about, the course content as presented in the lectures and readings. To receive a good grade for your eJournal, you will need to submit your entries on a regular basis. Please note that the topic you choose for writing the eJournal cannot be the same as the topic you choose for Essay 1 and Essay 2. All eJournals should be submitted as part of your own individual ePortfolio (using Mahara). Tutors can then access your eJournal and provide feedback via each student’s link to the ePortfolio.

The key purpose of the eJournal is to provide a developing and ongoing bridge between the course input (provided by lecturers and prescribed readings) and your own thoughts, reflections, ideas and questions about the input. The eJournal will constitute an individual record of the course syllabus. In contrast to the essays–which assess the level of your knowledge of issues, the assessment of the eJournal will focus on the quantity and quality of your genuine attempts to understand and think about, the course content as presented in the lectures and readings. To receive a good grade for your eJournal, you will need to submit your entries on a regular basis. Please note that the topic you choose for writing the eJournal cannot be the same as the topic you choose for Essay 1 and Essay 2. All eJournals should be submitted as part of your own individual ePortfolio (using Mahara). Tutors can then access your eJournal and provide feedback via each student’s link to the ePortfolio.

eJournal 2 - 13 November 2015

Posted on 13 August 2013, 12:14
Last updated 19 August 2015, 18:05
Tags: GE

DUMMY TEXT

In order to facilitate the development of high quality attributes among graduates, our Centre and Assessment Research Centre (ARC) developed a question bank to set up questionnaires for measuring students’ self-perceived achievement of GILOs. The finding of 7 GILOs, i.e., Problem Solving Skills, Critical Thinking Skills, Creative Thinking Skills, Oral and Written Communications Skills, Social Interaction Skills, Ethical Decision Making and Global Perspectives will reflect students’ perceived development and achievement of generic attributes during their studies at the Institute.

The outcomes also play a critical role in balancing between equipping students for the future and enriching their current lives. Students, by achieving them, are able to understand and negotiate the competing orientations which is an important aspect of their growth and development, i.e., as part of their own life experience and their ongoing personal and social development, to be an active and engaged citizens.

All year-1 full-time undergraduate students will be invited to conduct a survey on Assessing Generic Intended Learning Outcomes (GILOs) every year and a Student Individual Report, which can help students to self-monitor their GILOs development, will be sent to each participant after then. Programme- and Institute-level reports will also be generated for the evaluation and enhancement of  learning and teaching at the Institute.

eJournal 3 - 11 December 2015

Posted on 13 August 2013, 12:16
Last updated 19 August 2015, 18:05
Tags: GE

DUMMY TEXT

With the key objectives of nurturing engaged and reflective learners, ePortfolio is implemented to offer a platform for students to manage, monitor and reflect upon their own learning during their study at HKIEd. Students are required to create ePortfolios to document and reflect on their formal and informal learning experiences in General Education, Language Enhancement, Co-curricular Learning and Overseas Exchange Opportunities. Students who are enrolled in teacher education programmes would also use ePortfolios for their Field Experience. Building the ePortfolio provides students with opportunities to consolidate and internalize the knowledge and skills acquired in the learning activities.

Students can build their own ePortfolio using Mahara (https://mahara.ied.edu.hk). We have created the resources below and hope that this page can facilitate students in creating their ePortfolio pages. You are able to find samples, guidelines and even self-learning materials here, which help you to manage the pages on your own. If you have any questions about ePortfolio, you are welcome to contact us any time.