Dashboard
Profile
Profile pictures
Files
Journals
Résumé
Plans
Notes
Content
Pages and collections
Shared by me
Shared with me
Skins
Export
Import
Portfolio
My groups
Find groups
My friends
Find people
Institution membership
Topics
Groups
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 ePortfolioby Rajkumar Das
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:
(i) Team Component
(a) Form a team of between 2 – 3 members.
(b) As a team, select ONE of the below-mentioned research topics and identify relevant peer-reviewed articles.
e-Portfolio: An Introduction
About the Assessment
Business success and Enterprise Systems
Business Intelligence (Analytics) for Enterprise Systems
Enterprise Systems for Higher Education
Enterprise Systems and Big Data
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 the 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 discussing 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)
Submit your ePortfolio page on Moodle (Due, 4 pm Friday, September 27 - Week 11)
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/
Mahara e-Portfolio
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 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?
Student Learning
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
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.
e-Portfolio links and resources
Creating your e-Portfolio
Marking Guide - Individual Component
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.
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
/10.5
Score Very Good Good Satisfactory Unsatisfactory (0)
Marking Guide - Team Component
Layout
/1 mark
Information is well
organized, well written,
and proper grammar
and punctuation are
used throughout.
Correct layout used.
Information is organized,
well written, with proper
grammar and
punctuation. Correct
layout used.
Information is
somewhat organized,
proper grammar and
punctuation mostly
used. Correct layout
used.
Information is
somewhat organized,
but proper grammar and
punctuation not always
used. Some elements of
layout incorrect.
Structure
/1 mark
Structure guidelines
enhanced
Structure guidelines
followed exactly
Structure guidelines
mostly followed.
Some elements of
structure omitted
Introduction
/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 paper.
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 paper.
Satisfactorily introduces
the topic of the report.
Gives a general
background.
Indicates the overall
"plan" of the paper.
Introduces the topic of
the report, but omits a
general background of
the topic and/or the
overall "plan" of the
paper.
Discussion of
topics
/4marks
All topics discussed in
depth. Displays deep
analysis of issues with
no irrelevant info.
Consistently detailed
discussion. Displays
sound understanding
with some analysis of
issues and no irrelevant
information
Most topics 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.
Case Study
/2 marks
Case study clearly
reflects at least one of
the points discussed
and the lessons learned
Case study clearly
reflects the topic
discussed, but lessons
are not well abstracted
Case study is relevant
but does not clearly
reflect the point of
discussion
Case study is irrelevant
to the topic of
discussion
Conclusion
/1 mark
An interesting, well
written summary of the
main points.
An excellent final
comment on the
subject, based on the
information provided.
A good summary of the
main points.
A good final comment
on the subject, based on
the information
provided.
Satisfactory summary of
the main points.
A final comment on the
subject, but introduced
new material.
Poor/no summary of the
main points.
A poor final comment
on the subject and/or
new material
introduced.
Referencing
/2 marks
Correct referencing
(APA). All quoted
material in quotes and
acknowledged. All
paraphrased material
acknowledged.
Correctly set out
reference list.
Mostly correct
referencing (APA). All
quoted material in
quotes &acknowledged.
All paraphrased material
acknowledged.
Mostly correct setting
out reference list.
Mostly correct
referencing (APA ) Some
problems with quoted
material and
paraphrased material
Some problems with
the reference list.
Not all material
correctly
acknowledged.
Some problems with the
reference list.
Team
Presentation
/5 marks
A clear, interesting,
engaging, and well
communicated
presentation of research
findings.
A good summary of
research findings,
lacking much clarity and
engagement
Satisfactory summary of
the main research
points.
Poor summary of the
main points, lacking
clarity.
Critical Review
/2.5 marks
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.
SubTotal-
/19.5 marks
CLIPP-FedUni. Unit III - Setting up & using a Mahara eportfolio. Retrieved
from http://federation.edu.au/staff/learning-and-teaching/clipp/elearning-hub/eportfolios
Lambert, S., & Corrin, L. (2007). Moving towards a university wide implementation of an ePortfolio tool. Australasian
Journal of Educational Technology, 23(1), 1-16.
Lee, M., & Pohio, L. (2012). An e-portfolio theoretical approach for Provisionally Registered Teachers. Paper presented
at the ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference-Future
challenges, sustained futures, Wellington, New Zealand.
Malloff, T. (2010). E-Portfolio Learning. Retrieved
from http://2.bp.blogspot.com/_S6RENtE4_sg/TSiQWwGYTQI/AAAAAAAAB3o/-3-
ukhWQ3gg/s1600/EPortfolio_Learning__png_scaled1000.png
Mueller, J. (2016). Portfolios. Authentic Assessment Toolbox. Retrieved
from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Pitts, W., & Ruggirello, R. (2012). Using the e-Portfolio to Document and Evaluate Growth in Reflective Practice: The
Development and Application of a Conceptual Framework. International Journal of ePortfolio, 2(1), 49-74.
Reardon, R. C., & Hartley, S. L. (2007). Program evaluation of eportfoliosNew Direction for Student Services.
Ring, G., & Ramirez, B. (2012). Implementing ePortfolios for the Assessment of General Education
Competencies. International Journal of ePortfolio, 2(1), 87-97.
Vandervelde, J. (2016). EPortfolio (Digital Portfolio) Rubric. Retrieved
from https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html
References
Comments
