Introduction

Electronic Portfolio (e-Portfolio) is the major assessment component of UU100. An e-Portfolio refers
to “An Electronically stored collection (or archive) of student’s experiences, achievements and
artefacts, together with their reflections on learning.” (Australian e-Portfolio Project, 2009).

Mahara@USP is the e-Portfolio system used by USP. This UU100 e-Portfolio Activity consists of tasks
related to Topic 4 that you will need to complete and upload in your e-Portfolio as per the assessment
requirements.

This activity sheet is to be used in conjunction with e-Portfolio Student Guide which gives you more
technical guidance and specific instructions on how to use Mahara@USP.

ePortfolio

The structure in which the ePortfolio Activities have to be showcased should be in alignment with the
instructions illustrated in the UU100 Learning Journey collection template that you had copied over
using Mahara. Export all ePortfolio activities from the respective Moodle Dropboxes to the “Incoming”
folder in Mahara and then depending on which component the ePortfolio Activity is related to;
showcase it either “Information Technology Component” or “Information Literacy Component”
ePortfolio Page which is part of the ePortfolio Collection – SXXXXXXXX_FULL NAME_UU100
LEARNING JOURNEY.

Learning Outcomes

Upon successful completion of this activity, the highlighted Learning Objectives will be achieved:

1. Access and use USP’s ICT resources available on-campus and off-campus.
2. Identify and use different features of a computer system.
3. Use standard applications for creating documents, presentations and spreadsheets.
4. Recognise the structure of information, that is, how it is produced, organised and
disseminated.
5. Apply appropriate techniques in formulating effective search strategies to locate relevant
information resources.
6. Navigate and utilise the Web, the USP Library website, the USP Library catalogue, and an
online database subscribed by the USP Library to locate relevant and scholarly information
resources.
7. Use appropriate referencing software and tools.
8. Critically evaluate information resources and synthesise information in academic writings.
9. Use emerging web-based technologies for educational l and social purposes.
10. Recognise the legal, socio-economic and ethical issues regarding access to and use of
information technology and information resources.

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 PART-A: SPREADSHEETS AND PIVOT TABLES/CHARTS
Scenario:
The data file “ePA2-Social Networking Data File.xlsx” for this activity contains survey
responses on social network threats faced by teenagers in USA. This fictitious survey data was
collected by interviewing teenagers aged 12 to 17 from various American States. The students
responded either “Yes” or “No” if they were affected a particular social networking threat
which is indicated by a “1” or “0” respectively in the response column. When you view the
‘Data Worksheet’, you’ll notice that it’s difficult to see the trends, even if you sort or filter
the data; there are just too many records to analyse at a glance. This is where Pivot Tables
and Pivot Reports can assist you. This advanced MS Excel feature makes data summarization
effortless and reporting automated. To learn how to develop these reports, complete the
tasks listed below:
*PLEASE REFER TO THE EPA-2 TIPS & HINTS DOCUMENTS AVAILABLE ON THE EPA ACTIVITIES AND
RESOURCES MOODLE PAGE FOR ASSITANCE IN SUCCESSFULLY COMPLETING THIS EPORTFOLIO ACTIVITY.

Tasks:
Download the data file “ePA2 Datafile.xlsx” from Moodle to create a Pivot Table report
and a PivotChart for data analysis. Please save the workbook as “SXXXXXXXX_ACT_2”
where SXXXXXXXX is your respective student ID number.
1. Currently there are two worksheets namely ‘Data’ and ‘Summary’ in the workbook.
You are required to create two additional (2) Worksheets with following titles
respectively: ‘Pivot Table’ and ‘Pivot Chart’.

2. On the worksheet titled ‘Pivot Table’, generate a pivot table summarizing the
Student Age, State and different types of Social Networking Threats by both
gender groups (Male and Female). The Table will be generated from the dataset
provided in the ‘Data worksheet’. While selecting fields to add to the report you may
drag/move more than one field in any of the selected reporting areas. The
illustration below depicts what your pivot table should look like upon completion:
Student Age (All)
State (All)

Sum of Response Gender Note: You will have to rename label

SNT's Female Male Grand Total
Catfishing 179 261 440
headings to: Positive Responses, Gender
Clickjacking 203 180 383 and SNT’s.
Cyberstalking 145 80 225
Flaming 254 220 474
Fraping 371 302 673
Gossip 210 160 370
Happy-Slapping 57 82 139
Harassment 90 97 187
Impersonation 249 212 461
Libel 107 221 328
Scareware 56 55 111
Trickery 126 130 256
Trolling 181 149 330
Grand Total 2228 2149 4377

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 3. Generate a Pivot Chart showing different Types of Social Networking Threats
based on Gender with the following specifications on the ‘Pivot Chart’ worksheet.

Chart Type: Clustered Column

Style: Apply any Chart Style to make your chart visually appealing
*Chart style to be selected for before applying any additional formatting or inserting any
additional chart elements.
Chart Title: Social Networking Threats (should be underlined and centered)
Axis Labels: X-Axis – TOP 10 THREATS
Y-Axis – POSITIVE RESPONSES

Value Filter: Filter the Chart to show the Top 10 Social Networking Threats

Axes: Hide the Primary Vertical Axis

Data Labels: Data Labels to appear on the outside end

.
Legend: To show on the top right by manually repositioning it

Gridlines: Primary Major Vertical to be enabled only Horizontal to be disabled

The illustration below depicts what your pivot chart should look like upon
completion:

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 4. Finally, on the Summary worksheet, use appropriate Pivot Table/Chart filters to
answer the following questions (a - e) in cells (D6 - D10) respectively. You can use
the pivot table/ pivot chart you created above to answer these questions:

a) According to the survey, what is the third most common Social Networking
threat?
b) How many students surveyed from Texas, Florida, Idaho and Washington
states, aged between 14 and 17 (inclusive) have been victims of fraping?
c) How many males surveyed from California have fallen victims to cat-fishing?
d) How many students in total participated in the survey?
e) How many female students participated in the survey?

Delete unused worksheets and make sure you have only 4 worksheets in your
workbook: Data, Pivot Table, Pivot Chart, and Summary. Clear any filters that were
applied to the Pivot Chart and Pivot Table to answer questions a-e. The pivot chart
however should still show the Top-10 SNT’s so be careful not to remove this
particular filter.

Uploading Instructions:

Answer to ePortfolio Activity 2 has to be submitted as a MS Excel File only. Ensure your file is
named SXXXXXXXXX_ACT_2, where SXXXXXXXXX represents your ID number. TurnItIn check
is not required for this ePortfolio Activity and thus there would be no need for you to wait for
a Similarity Index to appear as it has been disabled for this particular DropBox. All you’re
required to do is upload your solution file using the ePortfolio Activity 2 Drop Box located in
the Assessments Block under the ePortfolio section of the UU100 Moodle page. Immediately
after uploading, export the workbook to Mahara. After exporting, SXXXXXXXXX _ACT_2.xlsx
should be visible in the Contents > Incoming folder on Mahara). Donot forget to showcase
this file on your ePortfolio Page “Information Technology Component” along with its
corresponding Introduction, Reflection and Creative Content by the due date Thursday the
17th of September, 2020 – 11:55pm (FJT).

PART-B: SUMMARY

Create a Journal entry (use the instructions given in the Creating Journals Guide) and include
a summary of the skills and experiences attained after the completion of the topic(s) that
allowed you to successfully complete this ePortfolio activity and also state the useful features
of MS Excel and how it can be used for data analysis in academic research. The title of the
Journal Entry should be: MY REFLECTION ON ePORTFOLIO ACTIVITY 2.

Note: This Journal entry should only be created using Mahara and showcased on your ePortfolio
Page and not in the spreadsheet that contains your answers/attempt to ePA2.

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