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Designing Portfolios

Designing Portfolios. Jennifer Turns Assistant Professor, Technical Communication jturns@engr.washington.edu.

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Designing Portfolios

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  1. Designing Portfolios Jennifer Turns Assistant Professor, Technical Communication jturns@engr.washington.edu 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).

  2. 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

  3. And something about you • What experiences have you had in designing portfolios? • Function? • Form? • What did you learn from the activity?

  4. Outline of my talk • Portfolios – What and Why • Portfolios examples from my work • Delving deeper into two research studies • Some reflections

  5. What?

  6. Portfolios • As collection • A collection of artifacts, artifact annotations, and overarching statements. • As argument • A portfolio is an argumentdeveloped 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.

  7. Portfolio – Information architecture • Overarching message… • Teaching Philosophy • Professional Statement • Etc. Overarching Message • Annotations… • Key features • Goals • Effectiveness • Etc. Annotation Annotation Annotation Artifact(s) Artifact(s) Artifact(s) • Artifacts… • Documents • Videos/photos • Scanned images • Etc.

  8. Portfolio Example 1Professional Portfolio developed using “E-Portfolio” Overarching Statement Artifact Annotation (Eleven additional pages)

  9. 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?

  10. Why?

  11. 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

  12. Examples…

  13. Portfolios in my work…

  14. Assignment 1 – Document Design / Word Assignment 2 – Presentations / PowerPoint Design Rationale Professional Activities Learning Submission Portfolio (E-portfolio) 1. Assignments 2. Artifacts Design Rationale 3. Annotations Professional Activities Learning

  15. Professional Portfolio (Developed using Dreamweaver) Overarching Statement Artifact Annotation (Five additional pages)

  16. Professional Portfolio developed using “E-Portfolio” Overarching Statement Artifact Annotation (Eleven additional pages)

  17. Use Software Tools This 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. Learning PortfolioWithin a course 2. One Page per Objective 3. Artifacts: Evidence of Achievement 4. Annotation: Explain Achievement 1. Course Learning Objectives

  18. Learning Portfolio Coop/internship experience

  19. 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..

  20. Research Example 1

  21. 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

  22. 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 • …

  23. 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)

  24. 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…

  25. Research Example 2

  26. A Effective EngineeringPractitioners Broad, Integrated Conceptual Structure B Modular Courses + Additional Interventions Curriculum Emerging Practitioners C1 C2 Narrow, DisconnectedConceptual Structure Broad, Integrated Conceptual Structure Challenge – Knowledge integration

  27. 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

  28. A Effective EngineeringPractitioners Broad, Integrated Conceptual Structure B Modular Courses + Additional Interventions Curriculum Emerging Practitioners C1 C2 Narrow, DisconnectedConceptual Structure Broad, Integrated Conceptual Structure Variation 1: Cross-curricular Engineering Professional Portfolio The Portfolio: Students link coursework and extra-curricular activities to their understanding of their discipline…

  29. Example: Cross-curricularEngineering Professional Portfolio Overarching Statement Artifact Annotation (Eleven additional pages)

  30. A Effective EngineeringPractitioners Broad, Integrated Conceptual Structure B Modular Courses + Additional Interventions Curriculum Emerging Practitioners C1 C2 Narrow, DisconnectedConceptual Structure Broad, Integrated Conceptual Structure Variation 2: Course-based EPP The Portfolio: Students link coursework from one class to their understanding of their discipline…

  31. Example: Course-based Engineering Professional Portfolio Overarching Statement Artifact Annotation (Five additional pages)

  32. 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

  33. Indirect assessment, through performance-based tasks. Assessing Knowledge Integration Direct assessment, by probing the conceptual structure directly. Indirect assessment, data on attitudes.

  34. Reflections / Lessons

  35. 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…

  36. Revisiting the talk… • Portfolios – What and Why • Portfolios examples from my work • Delving deeper into two research studies • Some reflections

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