SI | portfolio

Proof of performance in the module "information technology and its social context"

Assessment criteria: study and examination regulations of HFU and CMPBL Frame and Assessment Criteria [pdf]
Submission = upload in the virtual class room on dropbox: 14 to 16 days in advance of the final workshop (summer term) or before Chrismas break (winter term); review of the proofs of performance during the final workshop

Portfolio (lat.: portare - to carry: folium - leaf) meant orrginally pocket book or wallet. A portfolio is a collection of objects of a certain type.

Portfolios are in use in art and design, in economics, in product and service management and in learning and teaching.

During education a portfolio serves the development of personal, methodological and subject-specific skills of the learners plus as a proof of performance. Typical of a portfolio is the continued work on it, reflection of the author and feedback from teachers, mentors and co-learners. Thus a portfolio is a good tool in competency-based learning (blog 13 Dec 2011) [and in English CW2009]).

Who how what ...

The 8+1 W (blog 29 Mar 2012 [and in English 29 Jul 2019]) can serve to describe a portfolio:

Why? student-centered learning and teching
What for? fostering the learning process
Who? learner (single person working)
hoW?
- development of a personal learning strategy
- documentation of the learning process paper-based in a folder or a e-portfolio (on a learning management system, LMS)
- reflection on and assessment of the portfolio together with co-learners and teachers
What? datasets
- reflections: start, milestones, finish
- presentations
- posters, films, ...
- texts
When? for one course or a set of courses or a study program overall
Where? during the in-person sessions, at home, on the road, on learning management systems
for Whom? the author, this is the learner, the teacher, ...
and Where from? drafting reports, see literature

Portfolios in education are used for one course, a study program or as a personal continued education portfolio. If the portfolio serves as proof of performance the teacher has to formulate learning objectives and assessment criteria in advance and to come to an agreement with the students (blog 11 Feb 2012).

Learning objectives

to understand basics of Social Informatics, to apply them and in some areas to analyse and evaluate them
to be able to perform reflections alone, with a second person and in groups (Bloom's taxonomy: create)
to be able to accomplish self-appraisal and external assessment and giving feedback
to be able to define and apply autonomously personal learning objectives

Purpose

A portfolio contains completed tasks, reflections and undertakings. The author can and should use it not only as proof of performance during her or his education or an (admission) exam. She or he should use it also to look upon certain topics a few years later, to see what the author did, thought and had in mind so far. Thus it is first and foremost a portfolio for yourself, the author.

Procedure and material

Each student produces a portfolio and places the results of the continued work in his or her area in the virtual classroom in dropbox. The material includes also reflections due to three milestones during the term, each one to two pages long:

Milestone 1: starting reflection (after workshop 2)

I as IT product manager in the world of web 1.0, 2.0, 3.0 and internet 4.0 (internet of things):
What do I understand by social informatics?
What are my tasks?
Which values and norms do I take as basis?
What do I want to learn in "social informatics"? Describe your learning objectives for each: "information technology and its social context" and "social nets".

Milestone 2: ethics and society (after workshop 3)

Which ethical principles are relevant for information and communication technology in my view?
Look also on norms, values, objectives of individuals, groups and companies.
Take into consideration the aspects product, people, planet - economics, society, environment - also from the perspective sustainability.

Milestone 3: synopsis (is directly incorporated in the portfolio)

I as IT product manager in the world of web 1.0, 2.0, 3.0 and internet 4.0 (internet of things):
What did I learn during the last weeks?
What do I want, what do I want to learn, what do I want to do ... in a year's time ... in five years' time?

Reflections during a study program, in science and in professional life include to grapple with other people's statements and insights. You enter dialogues with other authors by citing their publications, list them in a bibliography, recapture and comment them: Where do you consent? Where not? And why? What induced further insights and attitudes?

Documents, which the students produced during the exercises of the in-person sessions, are:

photos of posters and other visualizations
texts

Structure and content

The following sections are to be included

introduction, which explains the background and is also an abstract
reflections at the milestones 1,2 and 3
for each workshop (1 to 7) one for the author remarkable and self performed task (hint: use your visualizations)
short description of your students' research project in the module "social nets": title, co-authors and abstract plus a reflection on your experiences during the working process and how you would perform such a work next time: what will you do in the same way, what will you do differently and both why?
reflection on the cooperation with your buddy and on the work in the workshops series overall
bibliography
statement of autonomous authorship

For the submission the author merges the materials in one PDF. A table of contents, an abstract and a bibliography are mandatory. The co-learners and the teacher offer feedback during the term at the milestones. This is realised in buddy teams of two, respective three students (if the group number is uneven). The buddies acquaint themselves with the work of their partner and present the work of the partner to the group at the milestones. This procedure shall enable the students

to learn to present own work to a colleague and to reflect on it;
to be able to get fast an overview of another's work;
and to present it to a group

This working process is inspired by software development: pair programming shows how the cooperation of buddies can enhance the quality of their work.

Review and assessment criteria

study and examination regulations of HFU;

CMPBL Frame and Assessment Criteria [pdf] - contains assessement criteria according to Deininger:

knowledge and competency
methodical and scientific work
determination, commitment and autonomy
quality of performance
quality of presentation

The assessment of the portfolios includes also criteria referring to form and content.

Form (grade 1 very good to grade 4 acceptable, grade 5 insufficient, grade 6 missing)

file name
header and footer
structure (including linked table of contents)
layout (for instance line spacing, page breaks, type size, justification)
remark on the printed and the digital version
restriction note: yes/no
contact: e-mail address present/not present
language

Content (assessment criteria according to Deininger, see above)

abstract
reflection 1 to 3
students' research project: naming, abstract, reflection
the tasks: stories, visualizations
teaching and learning reflection
buddy reflection
reflection overall
bibliography

During the term the students get a feedback to their reflections 1,2 and 3 from the teacher as comments in their PDF. The teacher sends the overall review of the portfolio via e-mail including the assessment and grade. Furthermore an edited PDF of the particular portfolios contains teacher's comments, stored in the access controlled virtual classroom on dropbox.

Status: 09 Jan 2018 [translated from the German version on 07 Dec 2021]