My topic is enterprise system and data management .
Taiwo Oseni - Portfolio You have recently been employed as a Business Analyst and your boss has decided to send you on a short Enterprise Systems course. You have now returned from your course ad would like to demonstrate your learning. Create an e-portfolio to provide a synopsis and reflection on your learning during the course. You have been requested to document your learning in a portfolio that can be displayed on your company's intranet or knowledge portal. This way, the entire organization can access the document and share in your newly acquired knowledge. This assessment task will address the following ILOs: • Evaluate and Integrate several information sources in analysing Enterprise Systems • Describe the role of enterprise systems as part of the larger IT infrastructure of large scale organisations. • Identify relevant considerations in the implementation of Enterprise Systems. • Demonstrate communication skills to present a coordinated, coherent and independent exposition of knowledge and ideas in dealing with Enterprise Systems. Time allocation: Approximately 30-40 hours Weighting: 30% Submission: Using your student e-Portfolio account, create a link from Moodle to your Mahara page as indicated on the submission link. You are required to prepare your responses to the assessment tasks as a page in your Mahara e-Portfolio. (To be submitted in Week 11) Referencing: Your portfolio should be a synthesis of ideas from a variety of sources expressed in your own words. A minimum of 10 references is recommended. You should use the APA referencing style. The University has published a style guide to help students correctly reference and cite information they use in assignments (American Psychological Association (APA) citation style: https://federation.edu.au/__data/assets/pdf_file/0020/313328/FEDUNI-GENERAL-GUIDE-TO- REFERENCING-2016-EDITION_ed.pdf Enterprise Systems ePortfolio Enterprise Systems Assessment Task The Context Intended Learning Outcomes (ILOs) Assessment Guidelines Marking Criteria: A passing grade will be awarded to assignments adequately addressing all assessment criteria. Higher grades require better quality and more effort. For example, a minimum is set on the wider reading required. A student reading vastly more than this minimum will be better prepared to discuss the issues in depth and consequently their report is likely to be of a higher quality. So before submitting, please read through the assessment criteria very carefully. Marking guides are provided. Feedback: Feedback will be provided by the lecturer/tutor via Mahara, and mark via Moodle, no later than 2 weeks from the submission date. An ePortfolio is a collection of digital files, images, videos that showcase competencies, skills, application of knowledge and learning journey. The use of ePortfolios in various industries, disciplines and processes is increasing world-wide, and is in some case the 'norm' for job applications or for displaying educational learnings. This assessment task has been designed to help document your learning of Enterprise Systems. It comprises of both team and individual components: e-Portfolio: An Introduction About the Assessment (i) Team Component (a) Form a team of between 2 – 3 members. (b) As a team, select ONE of the below-mentioned research topic and identify relevant peer-reviewed articles. • Digital Business Transformation through Enterprise Systems • Enterprise systems integration with other organisational systems, such as Cyber-physical Systems and SCADA Systems. • Security of Enterprise Systems • Enterprise Systems and Data Management • Enterprise Systems’ integration with Internet of Things (IoT) • Cloud-based Enterprise Systems (c) Each member of the team is expected to select, and summarise (in 500 - 700 words) at least three peer-reviewed articles (from those identified by the team). (3 Marks) (d) As a team, write a report of about 3000 words based on the selected topic. The report must include at least one case study to reflect the topic of discussion. All selected papers should be discussed and integrated, hence forming the team report. (12 Marks) (e) The team report should be submitted through Turnitin. (f) Prepare a 10 minutes overview of the findings documented in your Team Report. (Presentations to be organised in Week 10) • The team presentation must include discuss the findings from the team’s research as presented in the team report. (5 Marks). (g) You will be assigned to review another team's presentation. • Write a brief review (half a page) of another team’s presentation (2.5 Marks). (ii) Individual Component • Create a good looking and engaging ePortfolio page titled "Your Name_Student number_Enterprise Systems" (5 Marks) • Upload your individual summary in your ePortfolio • Upload your team report in your ePortfolio • Upload your team presentation in your ePortfolio • Upload your review of another team's presentation in your ePortfolio • Write a short reflection (300 words) on your growth and learning from your learning in ITECH 5402 (2.5 Marks) Mahara e-Portfolio Mahara allows students to create personal online spaces to access services, store work, create journals, upload files, store resumes, embed social media resources from the web and collaborate with other users in groups and so much more (CLIPP-FedUni). Mahara can be accessed via the link below: https://eportfolios.federation.edu.au/ The use of portfolios for student learning and assessment has been a research area for over 35 years (Lambert & Corrin, 2007). One of the primary arguments for e-Portfolios is its ability to demonstrate authentic professional growth associated with practices and outcomes over time. Specifically in a learning context, e-Portfolio presents an opportunity for analysing growth through reflective practice and is in fact considered to represent the application of a “Framework for Illustrating and Evaluating Growth Through Reflective Practice” developed by Pitts and Ruggirello (2012). e-Portfolios should be seen as a holistic way in which students document their learning, understanding, and growth throughout their college experience (Ring & Ramirez, 2012). Creating e-Portfolios as an evidence of learning is an active and dynamic method of demonstrating learning that includes a responsive and reflective reciprocal process. Lee and Pohio (2012)’s cyclical approach for developing e-Portfolios particularly reflects how e-Portfolios can be useful for reflective practice in teaching and learning. Why e-Portfolio? Students' e-Portfolio will be a good indication of students’ development and progression. It is expected to include a compilation of various aspects of the course, thus allowing students to demonstrate not only their knowledge, but also attitudes and values, in addition to skills and competencies. This will be a reflection of the unintended outcomes by allowing students to display creativity and personal intended aims and outcomes of learning generated Look through the selection of tutorials below to help navigate Mahara. http://federation.edu.au/staff/learning-and-teaching/clipp/elearning-hub/eportfolios/how-to Student Learning e-Portfolio links and resources Creating your e-Portfolio The following time allocations are suggested: Getting familiar with Mahara - 3 Hours Planning your e-Portfolio – 2 Hours Research – 10 Hours Development - 15 Hours Submission – 30 - 60 Minutes Criteria/Score Very Good Good Satisfactory Unsatisfactory (0) Layout /1 mark The eportfolio is easy to read. Fonts and type size vary appropriately for headings, sub- headings and text. The eportfolio is generally easy to read. Fonts and type size vary appropriately for headings, sub- headings and text. The eportfolio is often difficult to read due to inappropriate use of fonts and type size for headings, sub- headings, text or long paragraphs. The eportfolio is difficult to read due to inappropriate use of fonts, type size for headings, sub- headings and text and font styles (italic, bold, underline). Writing Conventions /0.5 marks There are no errors in grammar, capitalization, punctuation, and spelling. There are a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. There are four or more errors in grammar, capitalization, punctuation, and spelling requiring editing and revision. There are more than six errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision. Multimedia Elements /0.5 marks All of the photographs, concept maps, spreadsheets, graphics, audio and/or video files effectively enhance understanding of concepts, ideas and relationships, create interest, and are appropriate for the chosen purpose. Most of the graphic elements and multimedia contribute to understanding concepts, ideas and relationships, enhance the written material and create interest. Some of the graphic elements and multimedia do not contribute to understanding concepts, ideas and relationships. The graphic elements or multimedia do not contribute to understanding concepts, ideas and relationships. The inappropriate use of multimedia detracts from the content. Marking Guide - Individual Component Introductory Section /1 mark Introduces the topic of the report in an extremely engaging manner which arouses the reader's interest. Gives a detailed general background and indicates the overall "plan" of the portfolio page. Introduces the topic of the report in an engaging manner which arouses the reader's interest. Gives some general background and indicates the overall "plan" of the portfolio page. Satisfactorily introduces the topic of the report. Gives a general background. Indicates the overall "plan" of the portfolio page. Introduces the topic of the report, but omits a general background of the topic and/or the overall "plan" of the portfolio page. Discussion of items included in portfolio /2 marks All items discussed in depth. Displays deep understanding of the context. Displays sound understanding of the context with some analysis of issues and no irrelevant information Most items are adequately discussed. Displays some understanding and analysis of issues. Inadequate discussion of issues Little/no demonstrated understanding or analysis of most issues and/or some irrelevant information. Individual Summary /3 Displays deep analysis of issues. Displays sound understanding with some analysis of issues Displays some understanding and analysis of issues. Inadequate discussion of issues. Reflection /2.5 All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. The reflections do not illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives. Sub total