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Developing a Teaching Portfolio Website

Developing a Teaching Portfolio Website. Samantha Blevins Aimee Brenner Christa Guilbaud Hongxia Yang. Project Overview. All teacher education students in the School of Education at must design, develop and defend a professional portfolio that serves two major purposes: 

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Developing a Teaching Portfolio Website

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  1. Developing a Teaching Portfolio Website Samantha Blevins Aimee Brenner Christa Guilbaud Hongxia Yang

  2. Project Overview • All teacher education students in the School of Education at must design, develop and defend a professional portfolio that serves two major purposes:  • 1) to showcase their academic work during the program, as well as, highlight professional artifacts to potential employers; and • 2) to serve as an assessment tool • This instructional unit seeks to assist students in Teaching and Learning to design and develop a professional electronic portfolio.  Specifically, the lesson detailed here will focus on designing a portfolio, getting familiar with the software and creating the index (home) page.

  3. Target Learners Our potential target learners were any preservice teacher seeking a master's degree within the School of Education at Virginia Tech, Blacksburg, Virginia that need extra support in developing their electronic professional portfolio.

  4. Needs Analysis • The School of Education at Virginia Tech desires its teacher education master's degree-seeking students in Teaching and Learning to finish their content-specific programs with a high quality professional electronic portfolio. • The specific portfolio requirements and technological support that students receive in each program varies. • There exists no specific course, workshop, or tutorial (online or face-to-face) on how to develop an electronic portfolio utilizing web design software or developing activities to satisfy the state technology standards. • Workshops need to be developed to help fill the gap for those students who have not taken advantage of other measures to aid in developing and building their portfolio to support students and program professors.

  5. Instructional Goal • Virginia Tech teacher education master's degree-seeking students will design and develop a web-based professional portfolio utilizing the free software Nvu. • The students will apply basic design skills to effectively and professionally communicate with target viewers of their portfolio sites.  They will store and maintain their sites on Virginia Tech file space provided through their Filebox accounts.  • Students will work on their portfolio in the allotted class time of 90 minutes in the Educational Technology Lab and will also be able to work on them at home if they have Nvu downloaded on their home computers. 

  6. Instructional Solution • We devised a six week schedule of workshops that was proposed to program professors that would teach web building and instructional tools. • Our instructional unit focused on the first week of this set of workshops: Introduction to Portfolio Design, Nvu Software, and Creating an Index (Home) Page. • Our Website: http://sites.google.com/site/teacherportfoliowebdesign/

  7. Our Process • Analysis • Evaluated our learners needs and context by • Aimee’s expertise • Dr. Brill’s expertise • Design • Used model that is currently being used by SOE • Adapted our design for all SOE departments

  8. Our Process • Development • Constantly evaluated and reevaluated our project to look for flaws • Instruction • Used learner-based instruction model • Incorporated hands-on activities with minimal instructor intervention • Evaluation • Used tools provided by Dr. Brill to ensure we were on the correct path

  9. Lessons Learned • Technology: must consider bugs that need to be worked out (Nvu) so students would have a better understanding of the technology. • Dreamweaver: not very user friendly. • Concept Mapping Tools: Bubbl.us and C-Map not easy to manipulate. • We have learned that this is also a part of the process. • Different Skills and Educational Backgrounds: when working in a group it takes time to understand what each others strength and weaknesses are and what each is best suited to do.

  10. Lessons Learned • Learner Analysis: important to get a clear picture of your target learner • When we expanded our learner analysis to include all education students, we needed to get a deeper understanding of this learner from an expert. • After getting a clearer picture, we were able to better the entry behaviors and could move forward with developing primary and subordinate skill objectives.

  11. Thank you! Any questions?

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