Portfolio on Digital Literacy and Communication
Portfolio on Digital Literacy and Communication
Module
Title: BMAF0011-20 Digital Essentials
Assessment Title: Portfolio
– Demonstrating Digital Literacy and Communication Skills
University: Bath Spa University
Table of Contents
2. Task 1A – Creating and Sharing a Folder in OneDrive
3. Task 1B – Creating and Sharing a Meeting Link
4.1. Integration of Digital Literacy Skills
4.2. Development of Communication Competence
4.3. Academic and Professional Relevance
5. Task 2 – Poster on Time Management
1.
Introduction
Digital literacy has become a fundamental
competency in higher education, supporting both academic achievement and future
employability. Scholars emphasise that students who demonstrate proficiency in
digital tools not only manage learning tasks more effectively but also develop
skills that directly transfer to professional contexts (Tang and Chaw, 2016, Ng, 2012). This portfolio is designed to evidence two key dimensions of
digital capability. Task 1 focuses on operational literacy through step-by-step
demonstrations of file-sharing via OneDrive and scheduling online meetings
using Microsoft Teams. Task 2 highlights communication literacy by creating a
professional poster on time management, applying design principles to convey
information with clarity and impact.
The inclusion of OneDrive reflects its
academic relevance. Cloud-based storage enables efficient file management,
collaboration, and version control, which are critical for group projects and
research activities (Ng, 2012). Sharing folders securely ensures that all collaborators have
timely access to resources, mirroring real-world organisational practices.
Likewise, Microsoft Teams has become central to virtual collaboration in both
education and business, offering integrated communication channels that support
remote teaching, teamwork, and project coordination (Mhlanga and Moloi, 2020). Demonstrating proficiency in these tools evidences readiness for
environments where hybrid and digital collaboration are now the norm.
The second dimension of this portfolio,
effective digital communication, is represented through poster creation.
Academic posters are recognised as persuasive visual media that condense
complex ideas into accessible formats, enhancing engagement and comprehension (Khadka et al., 2024). A poster on time management reflects a transferable life skill
while also showcasing digital creativity and adherence to communication theory.
By embedding visuals, colour, typography, and layout decisions within the
design, the poster becomes evidence of the ability to merge content knowledge
with professional digital presentation skills.
Each section of the portfolio is structured
to integrate annotated screenshots, explanatory notes, and reflective
commentary, ensuring that practical demonstrations are underpinned by critical
awareness. Collectively, these tasks support both academic growth and
professional development, equipping the learner with transferable skills in
digital collaboration, communication, and creative problem-solving.
2.
Task 1A – Creating and Sharing
a Folder in OneDrive
2.1.
Accessing OneDrive
The entry point to creating and sharing
digital resources is to reach OneDrive with Bath Spa University (BSU)
credentials. To start, go to the BSU portal and choose the option of “Office
365”. Put the institutional email and password then multi-factor authentication
will follow in case it is enabled. This procedure secures the access to the
institutional resources. When one manages to successfully log in, the icon of
OneDrive could be witnessed in the home page of the Office 365. To open the
OneDrive landing page where files and folders can be managed, click the icon.
OneDrive landing page after login
Secure log in protocols play a very
important role both in academic and professional places. Cybersecurity breaches
are habitually performed by means of poor authentication controls, as it has
been found out that the longest-standing cause of data leaks in higher
education is compromised credentials (Chu et al., 2022). By embedding two-factor authentication and encrypted connections,
universities protect sensitive student and staff data. In professional
organisations, secure logins uphold confidentiality and regulatory compliance,
such as the General Data Protection Regulation (GDPR), ensuring that shared
documents are accessed only by authorised users (Watini et al., 2024).
2.2.
Creating a New Folder
Once in OneDrive, a new folder can be
created by selecting the “New” button on the top menu and choosing “Folder.” A
dialogue box prompts the user to input a folder name. For academic tasks, the
folder should be titled consistently, for example: BMAF0011-20 Digital
Essentials. This approach prevents ambiguity and enables
collaborators or assessors to identify the purpose of the folder instantly.
After naming the folder, pressing “Create” finalises the process and the folder
appears in the file directory.
New folder creation dialogue box
Folder naming conventions are not trivial;
they are an essential part of digital literacy and professional practice.
Research on collaborative learning systems indicates that disorganised file
structures increase time spent searching for documents, leading to reduced
productivity (Hayati et al., 2024). Conversely, the use of structured naming can be very effective, in
which case course codes, project names, and dates are combined to make it
easier to maintain the versions and retrieve the files. In professional
organisations, shared folders are mismanaged thereby duplicating the work or
causing an issue with version control, thus affecting the project output (Safonicheva et al., 2022). Hence, incorporating the usage of clear naming conventions on the
creation of folders are most desirable since it will help in aligning academic
activities with the workplace environment. This is an evidence of precision,
online professionalism, and teamwork orientation.
2.3.
Uploading Files
To upload files into the newly created
folder, left click on the folder name to open it and then select the option of
Upload. OneDrive will use both modalities: Clicking on Files will open a
dialogue box window that will enable the user to navigate to the local device
where he/she wants to browse the desired file. After selecting, the file is
uploaded automatically and a progress bar will give a sign that one is working.
Drag-and-drop is another feature that is used to make the files placed directly
in the one drive window. Successfully uploaded files will be saved in the
folder list with their metadata that includes file type, size and date they
were modified.
File uploaded successfully into OneDrive folder
Effective file organisation is critical for
academic productivity. Studies have shown that clear folder hierarchies and
categorised file placement reduce cognitive load, allowing users to focus on
content rather than navigation. In group projects, efficient uploading and
categorisation prevent confusion over document versions and enhance
transparency. These practices mirror workplace standards, where poorly
organised digital repositories frequently undermine efficiency and
collaboration.
2.4.
Sharing the Folder
By sharing the folder it becomes a shared
work space. To share, right-click on the folder and choose Share. OneDrive then
offers two or three alternatives: sharing with specific people via email,
generating a link that only people within the organisation can access or
creating a public link anyone can access with the URL. The best choice, as
recommended, even on academic grounds, is sharing with Specific People in that
only the assessors or peers may have access to them.
Next, the user chooses permission levels:
“Can edit” or “Can view.” For assessment submissions, “View only” is generally
more appropriate, preventing unintended alterations. Clicking “Apply” finalises
the permissions, and the user can send the link directly via email or copy it
for later distribution.
Sharing options window with permission settings
Permission settings have critical
implications for academic integrity and professional data security. Research
highlights that improper sharing practices, such as default “edit” permissions,
can lead to accidental deletions, overwriting, or unauthorised alterations (Azem Qashou et al., 2025). This is incompatible with assessment or compliance in higher
education, with regulatory frameworks like GDPR. In addition, unclear protocols
in sharing can negatively contribute to trust in collaborative teams.
Specifically, the user can choose which permissions to use (view vs. edit) to
preserve the integrity of his/her work and, at the same time, set an example
aligning with ethical digital practices.
The same processes are applied in
professional industries regarding the use of cloud-based systems of
collaboration. An example are the project teams in the medical/ healthcare
field and financial sector where they need to limit access to data so as to avoid
a privacy breach on the patient/ client. Poor management of permissions has
been among the direct factors that led to the breakage of sensitive data. In
that, this exercise further perpetuates the practical nature of digital
literacy where the students are ready to take up the challenges of employment.
2.5.
Testing Access
The final step involves verifying that the
shared folder is accessible. Copy the generated link and paste it into a new
browser window or share it with an alternate email account. If successful, the
folder will open with the assigned permissions visible.
Folder successfully opened from alternate account
Testing access is vital to prevent workflow
disruptions. In collaborative settings, failure to verify access often results
in communication breakdowns and delays (Teräs, 2022). By proactively testing the link, students ensure that their
collaborators or assessors can engage seamlessly with the shared resources,
embodying best practice in digital teamwork.
3.
Task 1B – Creating and Sharing
a Meeting Link
3.1.
Opening Microsoft Teams
Microsoft Teams is a cloud-based
collaboration platform integrating chat, file sharing, and video conferencing,
widely adopted across higher education and industry for remote teamwork. To
access Teams, log in through the Office 365 portal using Bath Spa University
credentials. After authentication, the Teams dashboard opens, displaying
navigation icons on the left: Activity, Chat, Teams, Assignments, Calendar, and
Files. Selecting “Calendar” allows meeting creation.
Microsoft Teams dashboard with Calendar option visible
The relevance of Teams lies in its
versatility. Research shows institutions integrating Teams improve student
collaboration and remote teaching continuity, especially during COVID-19
disruptions. Its ability to unify multiple tools reduces friction and saves
time, critical in both academic and corporate contexts. In contrast to
fragmented systems, Teams ensures synchronous communication, transparent
documentation, and streamlined task management, making it the default digital
workplace for universities and businesses alike.
3.2.
Scheduling a Meeting
Scheduling within Teams is straightforward.
First, click “Calendar” from the left sidebar, then select “New meeting” in the
upper-right corner. A scheduling window appears prompting details. Enter a
descriptive meeting title, such as BMAF0011 Project Collaboration. Add
required attendees by entering their Bath Spa University email addresses.
Choose the date and start/end times, adjusting duration appropriately. If
recurring meetings are necessary, activate the “Does not repeat” dropdown and
select daily, weekly, or custom recurrence. Input a clear description in the
text box to provide context and meeting goals.
Teams meeting setup window showing title,
participants, date, and recurrence options
Accurate scheduling is critical. Poorly
timed or vaguely labelled meetings often reduce attendance and productivity.
Time management theory suggests structured scheduling reduces cognitive
overload and improves coordination (Van Merriënboer et al., 2024). In professional organisations, misaligned scheduling can lead to
delays, duplicated efforts, or exclusion of stakeholders. For instance,
multinational teams often depend on precisely coordinated calendars across time
zones. In academia, scheduling clarity ensures group members know expectations,
reducing conflict and enhancing equity. The recurrence function, moreover,
avoids repetitive scheduling work, ensuring consistency. Ultimately, accurate
scheduling reinforces respect for participants’ time and maximises the
effectiveness of meetings, aligning with both academic collaboration and
workplace professionalism.
3.3.
Generating the Link
Once meeting details are confirmed, Teams
automatically generates a meeting link. After saving, the meeting appears in
the Calendar with an embedded hyperlink. Clicking the scheduled meeting reveals
options: “Join Microsoft Teams Meeting” with a clickable URL, a dial-in number
if enabled, and participant details. The link can be copied using the “Copy
link” button located in the top menu or right-clicking the URL.
Meeting details page showing the generated Teams meeting link and
copy option
Reflecting on link management, security and
permissions are central. Sharing links indiscriminately can cause unauthorised
access, known as “meeting bombing.” Studies show that poorly managed access
controls in online platforms undermine security, erode trust, and disrupt
workflow (Azem Qashou et al., 2025). Teams mitigates this risk by providing lobby options, waiting
rooms, and permission controls to determine whether attendees can bypass
waiting or require approval. Academic contexts often require restricting entry
to registered students, while professional settings may demand confidentiality
for client meetings. Copying and distributing the link responsibly demonstrates
digital professionalism. Thus, beyond mechanics, generating a meeting link
exemplifies accountability, protecting meeting integrity while ensuring
inclusivity for legitimate participants.
3.4.
Sharing the Link
Distributing the link effectively requires
embedding it in a clear, professional invitation. Within Teams, clicking
“Outlook invite” automatically transfers details into a calendar email.
Alternatively, copying the link and pasting it into a manually drafted email
works equally well. Essential elements include a concise subject line, for
example: Invitation: BMAF0011 Project Meeting – 10:00 AM, 12 October 2025.
The body of the email should contain the purpose, agenda highlights, and
instructions for joining. Close the message courteously, providing contact
information for clarification.
Outlook email draft showing Teams link, subject line, and
professional body text
Effective email etiquette is critical.
Communication research highlights that clarity, brevity, and tone determine
whether digital messages are read and acted upon. A vague subject line risks
being overlooked, while excessive jargon reduces comprehension. In contrast,
concise wording demonstrates respect for recipients’ time. Additionally,
integrating agenda details signals preparation, aligning with workplace
expectations for structured collaboration. In academic teams, clear
distribution ensures equitable participation by preventing exclusion due to
missed details. The professionalism of the invitation thus reinforces not only
meeting logistics but also the interpersonal dimension of collaboration.
3.4.1.
Confirming Access
Last, testing allows participants to
join-in without any difficulty. In a different browser or device, open the
invitation and then click the Teams link. When an ag audio connection is
successful the meeting lobby (or pre-join) screen loads and reflects the
meeting permissions. Test access is free of disruption Research on distance
learning indicates that technicalities-the missed links, the log in trouble,
the broken permission- are key factors of decreased engagement and frustration.
In verifying functionality, the organisers demonstrate digital responsibility,
minimise anxiety among the participants, and ensure professional meetings flow.
4.
Conclusion
4.1.
Integration of Digital Literacy
Skills
This portfolio has demonstrated the
application of digital literacy skills through two essential tasks. Task 1
evidenced operational competence in OneDrive and Microsoft Teams. By creating,
uploading, sharing, and testing a folder in OneDrive, the importance of
structured organisation, secure permissions, and effective access verification
was highlighted. Similarly, scheduling and sharing a Teams meeting link
illustrated the significance of accurate planning, link management, and
professional communication. Together, these tasks establish the ability to use
widely adopted platforms that underpin both academic collaboration and
workplace efficiency.
4.2.
Development of Communication
Competence
Task 2, the poster on time management,
showcased effective digital communication. Designing a visually persuasive and
content-rich poster required balancing clarity, accessibility, and professional
appeal. This task reinforced the role of digital tools in transforming abstract
ideas into clear messages, supporting both academic presentation and
professional discourse. By applying principles of design, information
structuring, and visual engagement, the poster embodied creativity grounded in
communication theory.
4.3.
Academic and Professional
Relevance
The combination of these tasks emphasises
the transferable value of digital proficiency. Research consistently shows that
students equipped with cloud-based collaboration and professional communication
skills demonstrate higher levels of academic success and employability. The
practical tasks undertaken here reflect the real-world demands of hybrid
education and digital-first workplaces.
4.4.
Final Reflection
Ultimately, this assignment consolidates
both technical and communicative digital literacy. It equips the learner with
adaptable, future-focused skills that enhance academic performance and prepare
for dynamic professional contexts.
5.
Task 2 – Poster on Time
Management
6.
References
Azem Qashou, A. M., Bahar, N. &
Mohamed, H. 2025. Qualitative Exploration of Data Security Risks in Mobile
Cloud Computing for Higher Education. Security
and Privacy, 8, e70001.
Chu, H.-C., Hwang, G.-H., Tu, Y.-F. & Yang, K.-H. 2022.
Roles and research trends of artificial intelligence in higher education: A
systematic review of the top 50 most-cited articles. Australasian Journal of Educational Technology, 38, 22-42.
Hayati, A., Nitin, M., Yunita, H. D., Fahurian, F. &
Winarko, T. 2024. The role of information systems in facilitating collaborative
learning in higher education. Journal of
Social Science Utilizing Technology, 2,
612-622.
Khadka, S., Holt, K. & Peeters, M. J. 2024. Academic
conference posters: Describing visual impression in pharmacy education. Exploratory Research in Clinical and Social
Pharmacy, 13, 100423.
Mhlanga, D. & Moloi, T. 2020. COVID-19 and the digital
transformation of education: What are we learning on 4IR in South Africa? Education sciences, 10, 180.
Ng, W. 2012. Can we teach digital natives digital literacy? Computers & education, 59, 1065-1078.
Safonicheva, O. G., Ovchinnikova, M. A. & Kachenkova, E.
S. 2022. Health in digital environment: Challenges and solutions. Scientific Journal of Sport and Performance,
1, 296-308.
Tang, C. M. & Chaw, L. Y. 2016. Digital Literacy: A
Prerequisite for Effective Learning in a Blended Learning Environment? Electronic Journal of E-learning, 14, 54-65.
Teräs, M. 2022. Education and technology: Key issues and
debates: Neil Selwyn. Bloomsbury Academic, London and New York, 2022, 222 pp.
ISBN 978-1-3501-4554-2 (hbk), ISBN 978-1-3501-4555-9 (pbk), ISBN
978-1-3501-4553-5 (ePDF), ISBN 978-1-3501-4556-6 (eBook). Springer.
Van Merriënboer, J. J., Kirschner, P. A. & Frèrejean, J.
2024. Ten steps to complex learning: A
systematic approach to four-component instructional design, Routledge.
Watini, S., Davies, G. & Andersen, N. 2024. Cybersecurity
in learning systems: Data protection and privacy in educational information
systems and digital learning environments. International
Transactions on Education Technology (ITEE), 3, 26-35.
Comments
Post a Comment