Designing Portfolios
description
Transcript of Designing Portfolios
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Designing Portfolios
Jennifer Turns
Assistant Professor, Technical Communication
Acknowledgements: This work has been supported by the National Science Foundation, through grants ESI-0227558 (“The Center for the Advancement of Engineering Education”) and REC-0238392 (“Using Portfolios to Promote Knowledge Integration in Engineering Education).
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Setting the stage
• About me (in a nutshell)– My background– General interests– Current position– Current research
• About the talk– Relative to other talks– Information and discussion
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And something about you
• What experiences have you had in designing portfolios? – Function? – Form? – What did you learn from the activity?
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Outline of my talk
• Portfolios – What and Why
• Portfolios examples from my work
• Delving deeper into two research studies
• Some reflections
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What?
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Portfolios
• As collection– A collection of artifacts, artifact annotations,
and overarching statements.
• As argument– A portfolio is an argument developed around
the claims you wish to make about yourself. Ultimately, the claims will be most convincing to readers when they are supported by documentation from a variety of sources.
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Portfolio – Information architecture
Overarching Message
Artifact(s) Artifact(s) Artifact(s)
Annotation Annotation Annotation
Overarching message…• Teaching Philosophy• Professional Statement• Etc.
Artifacts…• Documents• Videos/photos• Scanned images• Etc.
Annotations…• Key features• Goals• Effectiveness• Etc.
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pages)
OverarchingStatement
ArtifactAnnotation
Portfolio Example 1Professional Portfolio
developed using “E-Portfolio”
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Designing a portfolio…
• Design decisions– Artifacts, number and nature– Annotations, nature– Implementation environment– Audience– Goals
• General issues– Socio-technical systems perspective: How to
distribute the decisions across the user, the student, the educator and the technology?
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Why?
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Why portfolios? • Portfolios as Communication Design:
– Audience, Argument, Multimedia composition, Usability…
• Portfolios as Cross-disciplinary Endeavor– Campus (Catalyst E-portfolio, FIGs and portfolios)– Teaching portfolios (College of Education, proposed for engr)– TC department (Writing portfolios)
• Portfolios as Learning Intervention– Reflective practitioner, reflection-on-action (Schon)– Learning through explanation (Chi)– Transformative nature of communication
(Scardamalia and Bereiter)– Learning through narrative and links to encoding of memory (Bruner)– Efficiency and leveraging of existing work
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Examples…
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Portfolios in my work…
Type of portfolio DescriptionSubmission portfolio A portfolio in which students submit
work along with annotations of that work.
Professional portfolio A portfolio intended to persuade the user that the creator has professional abilities.
Teaching portfolio A portfolio in which one explains and provides evidence of their teaching ability.
Learning portfolio A portfolio in which one makes and provides evidence of learning outcomes.
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Assignment 1 – Document Design / Word
Submission Portfolio (E-portfolio)1. Assignments
2. Artifacts
3. AnnotationsDesign Rationale
Professional Activities
Learning
Professional Activities
Learning
Design Rationale
Assignment 2 – Presentations / PowerPoint
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pages)
OverarchingStatement
ArtifactAnnotation
Professional Portfolio
(Developed using Dreamweaver)
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(Eleven additional
pages)
OverarchingStatement
ArtifactAnnotation
Professional Portfolio
developed using “E-Portfolio”
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Learning PortfolioWithin a course
1.Course
Learning Objectives
Use Software ToolsThis quarter, I was continually grateful that I took this class. I found that I became much more comfortable with computer applications during the course. I also felt less reluctant to sit down and attempt to learn new programs. Since I came to the class with very limited knowledge and skill in graphic design, I feel especially proud of my modest accomplishments.
My favorite project by far was Photoshop. I think I did the best job designing this web page based on the least knowledge and comfort. I was able to incorporate attractive graphics and practical navigation techniques. My wheel of heads directs navigation by outlining the picture of the current biography page in blue. I like that it offers a blend of freedom and accessibility to the user.
2. One Page per
Objective
4. Annotation:
Explain Achievement
3. Artifacts:Evidence
of Achievement
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Learning Portfolio
Coop/internship experience
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Teaching Portfolios
• Binders… containing– Teaching philosophy/statement– Example artifacts from teaching
• Syllabi, exams, emails sent to students, descriptions of in-class activities, comments from students, etc.
– Annotations of those artifacts • Word documents, directly on artifact images..
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Research Example 1
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Teaching Portfolios
• Challenge– Engineering graduate students have limited opportunity to advance
their teaching skills– Any solution to this challenge needs to reflect the diversity of
engineering graduate students and programs
• Proposed solution– Engineering Teaching Portfolio Program (ETPP)– Peer-led, self-paced program– Activities support the building of the portfolio– Weekly meetings (1.5 hours) to discuss activities – Significant time spent on to peer review
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Research Study
• Content– Summer 2003– Two groups complete the 8 week program– Five and six participants respectively
• Method - Participant observation +– Session field notes– Interviews with participants– Collect artifacts– Focus groups– …
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One Current Analysis
• Thesis– The inclusion of the “diversity statement” led to
productive learning conversations.
• Analysis (on-going)– Focus on relevant sessions (week 6 and 7)– Coding for
• Task – Diversity statement, Portfolio, Job search (5 codes)• Teaching – Discussion of teaching (7 codes)• Diversity – Discussion of diversity (5 codes)
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Preliminary Findings
• Conversation has a tight interweaving of task, teaching, and diversity elements (GOOD)
• Discussion of task topics (e.g., how is a diversity statement to be structured) frequently gave way to discussion of diversity and teaching issues. (GOOD)
• … • The research group is currently working through
this analysis…
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Research Example 2
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Challenge – Knowledge integration
Effective EngineeringPractitioners
EmergingPractitioners
Curriculum Modular Courses + Additional Interventions
C2C1
Broad, Integrated Conceptual Structure
B
A
Broad, IntegratedConceptual Structure
Narrow, DisconnectedConceptual Structure
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Proposed “Solution”Engineering Professional Portfolio
• Definition:– A collection of artifacts, artifact annotations, and
overarching statements that a student uses to communicate an understanding of engineering and preparedness to perform engineering work in their area.
• Examples– Mechanical engineering portfolio– Technical communication portfolio– Manufacturing engineering portfolio– Jet propulsion engineering portfolio
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Variation 1: Cross-curricular Engineering Professional Portfolio
Effective EngineeringPractitioners
EmergingPractitioners
Curriculum Modular Courses + Additional Interventions
C2C1
Broad, Integrated Conceptual Structure
B
A
Broad, IntegratedConceptual Structure
Narrow, DisconnectedConceptual Structure
The Portfolio:
Students link coursework and extra-curricular activities to their understanding of their discipline…
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(Eleven additional
pages)
OverarchingStatement
ArtifactAnnotation
Example: Cross-curricular
Engineering Professional Portfolio
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Variation 2: Course-based EPP
Effective EngineeringPractitioners
EmergingPractitioners
Curriculum Modular Courses + Additional Interventions
C2C1
Broad, Integrated Conceptual Structure
B
A
Broad, IntegratedConceptual Structure
Narrow, DisconnectedConceptual Structure
The Portfolio:
Students link coursework from one class to their understanding of their discipline…
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(Five additional
pages)
OverarchingStatement
ArtifactAnnotation
Example: Course-based
Engineering Professional Portfolio
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Research (July’03-Jun’08)
• Overarching Question: – In what ways does construction of the Engineering Professional
Portfolio promote knowledge integration?
• Cross-curricular EPP– Context: Extra curricula program where students create
portfolios *annually* (longitudinal study)– Data via participant observation, interviews, surveys
• Course-based EPP– Context: A single course (study 1), courses across different
departments (study 2), and multiple courses within a single department (study 3)
– Data via participant observation, interviews, surveys
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Assessing Knowledge Integration
• Indirect assessment, through performance-based tasks.
Statement Agree?1 I understand how my courses relate to my engineering discipline
4
I feel my courses are preparing me to be a professional engineer
3
I see connections between my classes
5
1The scale: 0 – no agreement, 5 – complete agreement
Indirect assessment, data on attitudes.
Direct assessment, by probing the conceptual structure directly.
Subje ct S1
Fra
me
of
refe
ren
ce
Phys ic al loc atio n
technical
no code
no code
sh orebankwaterwall
natural
logistical
social
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Reflections / Lessons
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Parting observations…
• On student abilities…– Students have significant difficulty talking *about* their work…
• On technology… – E-portfolio is a powerful flexible tool but does not replace the idea
of physical portfolios and/or custom web-based portfolios
• On education…– In portfolio design, what is good for assessment is not necessarily
good for learning
• On design…– A socio-technical systems perspective hold promise for describing
the design of portfolio assignments for learning environments…
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Revisiting the talk…
• Portfolios – What and Why
• Portfolios examples from my work
• Delving deeper into two research studies
• Some reflections