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

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designing portfolios

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).

setting the stage
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
and something about you
And something about you
  • What experiences have you had in designing portfolios?
    • Function?
    • Form?
    • What did you learn from the activity?
outline of my talk
Outline of my talk
  • Portfolios – What and Why
  • Portfolios examples from my work
  • Delving deeper into two research studies
  • Some reflections
portfolios
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.
portfolio information architecture
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.
slide8

Portfolio Example 1Professional Portfolio developed using

“E-Portfolio”

Overarching

Statement

Artifact

Annotation

(Eleven

additional

pages)

designing a portfolio
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?
why portfolios
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
submission portfolio e portfolio

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

slide15

Professional Portfolio

(Developed using

Dreamweaver)

Overarching

Statement

Artifact

Annotation

(Five

additional

pages)

slide16

Professional Portfolio

developed using

“E-Portfolio”

Overarching

Statement

Artifact

Annotation

(Eleven

additional

pages)

learning portfolio within a course

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

teaching portfolios
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..
teaching portfolios1
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
research study
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
one current analysis
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)
preliminary findings
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…
challenge knowledge integration

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
proposed solution engineering professional portfolio
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
variation 1 cross curricular engineering professional portfolio

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…

slide29

Example:

Cross-curricularEngineering Professional Portfolio

Overarching

Statement

Artifact

Annotation

(Eleven

additional

pages)

variation 2 course based epp

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…

slide31

Example:

Course-based

Engineering Professional Portfolio

Overarching

Statement

Artifact

Annotation

(Five

additional

pages)

research july 03 jun 08
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
assessing knowledge integration
Indirect assessment, through performance-based tasks.Assessing Knowledge Integration

Direct assessment, by probing the conceptual structure directly.

Indirect assessment, data on attitudes.

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