How will I use Reflective Practice and Writing?

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Throughout brief 2, my aim is to use journal and academic blog writing techniques to reflect upon my work completed. This will be a mixture of written responses and verbal discussions with a peer, teacher or friend. I hope to write a personal journal explaining things I have learnt throughout the process focusing on the topic I have chosen and my progress understanding how to use the format ‘WordPress’.


Reflective Writing: What is it?

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Martin Hampton (2010) describes that “reflective writing is evidence of reflective thinking. In an academic context, reflective thinking usually involves:
1 Looking back at something (often an event, i.e. something that happened, but it could also
be an idea or object).
2 Analysing the event or idea (thinking in depth and from different perspectives, and trying to
explain, often with reference to a model or theory from your subject).
3 Thinking carefully about what the event or idea means for you and your ongoing progress
as a learner and/or practising professional.”

Reflective writing can be expressed as both academic and/or informal writing. Therefore the style of writing could take many forms including peer reflections, diary journal, or personal reflections.

Reflective Practice: What is it?

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Oxford Dictionary (2014), describes ‘Reflection’ as “serious thought or consideration”, and can linked to similar words such as, “thought, thinking, consideration, contemplation, deliberation, pondering, meditation, musing, rumination, cogitation, agonizing.”

Reflective practice is a term used, which describes the way people consciously analyse decision making and conclude reflectively how it relates to everyday life. (What is reflective practice and how do I do it?, n.d)

Another term used for Reflective practice is critical analysis, which enables a person to change their perspective on a subject to look at it from different angles to evaluate and modify the idea, making it better. (What is reflective practice and how do I do it?, n.d)

Reflective Practice- Diagram

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(Gibb. 1981)

What are some freedom, learning, and privacy issues connected to the use of ePortfolios?

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The freedom obtained when creating an ePortfolio is vast an undefined. This is because when creating a traditional portfolio, there is a limit to writing or drawing. Whereas an ePortfolio, has very little limitations, there is a range of information you can post, from video, audio, music, animation, writing, images and more. You can directly link an aspect to a specific website, or you can link your references to online sources.

Learning how to use the blog type websites which assist in creating ePortfolios, require time and energy to learn how to use each function the website has to offer. The best way to do this is to ‘play around’ with all the functions, even if they don’t have any reference to the actual topic of the blog.

As with any online activity, there is a chance of your account being hacked which allows the hacker access to personal information if the profile is private. Although this event is unlikely to occurs the chances are still greater than if the ePortfolio was paper based. If this does occur though, the hacker could not only gain access to information, but change passwords, edit posts and add posts that differ from the truth or what you re writing about.

Another thing to understand, is that it is very difficult but not impossible to remove something once it is posted onto the internet. You cannot delete the item forever unless you deletion occurs at the original source. (Downey, S. 2012)

How do ePortfolios differ from Traditional Portfolios?

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As previously stated ePortfolios are an electronic versions of a traditional portfolio.

Primarily Portfolios have been used by “artists, architects and designers to get hired and promoted”, as well as students as assessment folders containing previous work completed during a term, semester or year.

The advancement of technology over the past couple of years has assisted in developing what an ePorfolio can contain. From multimedia content (video, audio, music, animation), to writing based entries.