Induction Computing

The objective of the induction module is to acquaint students with a diverse range of digital resources, including but not limited to KOL, University of Essex Online, and the Virtual Learning Environment (VLE), Moodle. In addition, this module provides comprehensive support pertaining to online learning and available resources, while also familiarising students with the principles of critical thinking and reflective learning. These foundational skills are essential for success in subsequent modules, particularly those related to academic writing and research proficiency.

Learning Outcomes

• • Understand the purpose and structure of the course through participation in the Welcome Session.
• • Identify the key concepts and themes of the subject area covered in the course.
• • Develop effective online communication skills through participation in the online Discussion Forum.
• • Develop effective strategies for organising personal learning and study time.
• • Develop an understanding of academic writing principles and best practices such as effective research methodologies and proper referencing techniques.
• • Apply the skills and knowledge gained in Week 1 to complete the Induction Assignment successfully.

Forum Discussion

The use of ePortfolios in a postgraduate degree programme

Working as a Senior Product Designer at GAN Integrity, I help global organisations elevate business ethics through the design and development of a complex Integrity SaaS Platform. My responsibilities include but are not limited to product strategy, concept development, user interface and experience design, and recently engaging with front-end web technologies.

In order to effectively showcase academic achievements, skills, and experiences in a comprehensive and organized manner (Lorenzo & Ittelson, 2005), an e-portfolio is a powerful weapon that I am eager to develop as a means to demonstrate growth and accomplishments to a wider audience, such as potential employers or academic institutions (Barrett, 2004). This hypothesis is further reinforced by a 2017 study (Ring, Waugaman and Brackett, 2017), where more than 80% of inquired employers found portfolios valuable for screening and hiring the right people. Further reading leads me to conclude that digital portfolios provide an avenue for developing a strong professional identity.

My postgraduate e-portfolio would inherently be much more ambiguous and advanced compared to that of an undergraduate (Jaekel, 2020), demonstrating mastery within research, analysis, presentations, teamwork, leadership and concrete practice.

I am familiar with creating a digital portfolio due to the nature of my work, however, a challenging aspect will be navigating the political process of curating and updating the content, as not all work will be deemed ‘suitable enough’ to be displayed. Regular reflection is needed to grasp insights into learning and professional experiences (Barrett, 2004), which is an exciting challenge to take on.

References

Barrett, H. (2004). Electronic portfolios as multimedia resume. Learning & Leading with Technology, 31(1), 6-11.
Jaekel, J. (2020). Electronic Portfolios in Postgraduate Education. European Journal of Open, Distance and E-Learning, 23(2), 130-147.
Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. EDUCAUSE learning initiative, 1-27.
Ring, G. S., Waugaman, P. G., & Brackett, C. (2017). The value of e-portfolios for employment purposes. Journal of Interactive Online Learning, 15(1), 16-32.

Assignment

Discuss the importance of a postgraduate degree in the Computer Science field

Reflection

TBC