UC Irvine ePortfolio Introduction of Transferring What You Know Paper

You can read through the sample and see how to finish the reflective introduction. It need to use some picture which like process of writing or comment from the professor(like AP, I had sent you before). Do you have all my previous writing assignment? If you need to use please check we previous post and use them. If you need something, please ask me.

https://canvas.instructure.com/eportfolios/24825/Reflective_Introduction

https://canvas.eee.uci.edu/eportfolios/6608/Reflective_Introduction

https://canvas.eee.uci.edu/eportfolios/6420/Introduction

Material from professor:

: 1) the “Transferring What You Know” section of the Reflective Introduction in the ePortfolio Prompt; 2) how to arrange/organize your material in your ePortfolio; and 3) how to write effective captions for the material you choose to include in your ePortfolio.

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1) “Transferring what you know”

As we discussed in class on Tuesday, the “Transferring What You Know” portion of the Reflective Introduction is perhaps the most important part of this assignment. Here, you’ll have the opportunity to think in a focused way about what it is, exactly, that you can take from our class and use both in other academic classes and beyond the academy in other situations and contexts in your life.

Regarding Knowledge Transfer in an academic context, please see the attached Word document. There, you’ll find three students (from a different university) reflecting on how they “transferred” something that they learned in a Research & Argument class to other classes in their respective majors. Read through these examples and see if you can think of similar ways in which you’ve applied a specific tool, principle, or skill that you’ve learned/practiced in WR 39C in another class—or imagine when you might do so in the future.

Regarding Knowledge Transfer outside of the academic context, you might begin by asking yourself what tools, principles, and skills we’ve learned/practiced in our class. We discussed a number of these on Tuesday—things like Critical Thinking, Information Literacy, Historical Analysis, Structuring/Organizing Arguments, Critical Reading, Research Techniques, etc. Next, try to think of contexts outside the university/academy in which you might use these same skills. For example, you might think about how essential Information Literacy is in a time of proliferating “fake news.” Or you might think about how Historical Analysis can help you make informed decisions as a voter, or simply as an engaged and politically aware person in the world. Of course, you might also use the idea of Knowledge Transfer to reflect on how the theme and readings of our class, “Work in the 21st Century,” have encouraged you to think in new ways about labor conditions, both in the context of UCI itself (e.g., lecturers, TAs, COLA4ALL, etc.) and outside of it (e.g., Uber drivers, your own futures as workers of different kinds, etc.).

If there are any other questions about Knowledge Transfer, send me an email and we can arrange a video conference to discuss it in more detail 🙂

2) Arranging/Organizing Material in your ePortfolios

The best thing you can do here is to examine carefully the Sample ePortfolios under Week 10 Overview. Reading through those sample portfolios, you’ll find that the different students took different approaches to arranging the portfolio Sections and made different choices about which assignments/materials to include. For some of you, it might make sense to follow a straightforward ePortfolio arrangement, using different Sections for the different major assignments (e.g., Reflective Introduction, Week 1 Assessment, CP, AP) and then having different pages within these sections for the relevant assignments/material. For others, though, you might find it more effective to get a little more creative. For instance, you might still have Sections for the CP and the AP—so that those major assignments are easy to find—but you might also have other Sections that focus on other things: for example, a Section titled “Critical Thinking” where you include assignments related to your development as a critical thinker or a Section titled “Structure/Organization” where you include material related to how you learned/struggled with that idea over the course of the quarter.

Basically, there is no right or wrong way to structure your ePortfolio and arrange your material. The important thing is that you think hard about the biggest things that you’ve learned, thought about, and struggled with this quarter, and then find the most effective arrangement to present those things to the reader of your ePortfolio.


3) Captions for ALL material that you include in your ePortfolio

As I mentioned on Tuesday, you should NOT include every single assignment that you did this quarter in your ePortfolio. Instead, you should only include the things—the drafts, assignments, reading questions, peer review or instructor comments, class notes, discussions, annotations, etc.—that you found somehow significant or important. Then, in a short paragraph, you should write a caption (such as the captions that this student wrote in their ePortfolio) in which you tell me why you included this assignment in your final portfolio. In other words, you should explain what was important enough about this assignment or piece of material that made it necessary to include.

These captions won’t necessarily be identical to the kind of self-analysis that you do in your Reflective Introduction, where you’ll also be reflecting on your own work. In the Reflective Introduction, you’ll be quoting specific passages of your work and explaining very specific moments in the assignments/material that you’re discussing. In the ePortfolio captions, by contrast, you’ll be giving a broader idea about how this particular assignment or piece of material related to your development in the class as a whole.

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