Sample Student's Portfolio Page
This is a template that you can use to set up your own portfolio page. You can click the Edit tab of this page, select all, and copy/paste to the page you've started for your personal portfolio page. DO NOT ADD YOUR REAL CONTENT IN THIS PAGE. If you need to see an example of portfolio page, see Gërt Arnold Portfolio Page
(By the end of Mod 3) Fill out this section with a few words about your professional and personal background. Feel free to add a photo. Do not disclose any sensitive personal information.
My Topic and Purpose
(MOD 4) Flesh out a paragraph here to describe 1) what your mini-course is about, and 2) why you choose this topic.
Scope of Learning Outcomes and Content
(MOD 4) Add text here to analyze what types of knowledge/skills/attitude your mini-course means to develope. (This description will set a general direction and scope for your project. More detailed learning objectives and unit topics will be defined after you have done needs assessment and analysis of the learner.)
(MOD 5) Report findings from your needs analysis to clarify the gap of knowledge/skills that exists related to your mini-course topic. See the chapter of Shambaugh & Magliaro (1997) Needs Assessment provided in Mod 5. You may use a literature review or/and survey to inform your analysis of the current reality, the "ideal," and the gap in between.
You may use the following subheadings to organize your report in this section (feel free to adjust as you need).
- The educational problem or opportunity
- The learners/participants involved (be brief here; more detailed analysis to be added in the following section)
- Analysis of gaps in term of know vs. need to know (reality vs. ideal)
- Existing efforts to address this gap
- Intent statement: how will this mini-course help your participants address their needs?
Analysis of the Learner and Context
(MOD 5) Write here your more detailed analysis of your learner and the context in which they will learn using this mini-course. Who are the participants (learners)? Prior personal/cultural experiences, knowledge and skills, or interests they have? In what settings will they use this mini-course to learn? How much time will they spend? What resources will they need?
(MOD 6) Define course-level target objective (not the learning units yet). The objectives need to describe what the learner will be able to perform/do as the result of learning with this course. Consider the important learning gains and consider how the participants may demonstrate it or use it to do something authentic. Communicate the objectives using clear, performance-based terms, such as:
After completing this mini-course, learners will be able to:
Task and Content Analysis
(MOD 7-8) For each course-level target objective, consider 1) what the participants need to know in order to achieve this objective (e.g. the prerequisites that enable or support the objective); 2) what specific learning content and activities may address the prerequisites and target objectives. Then consider how the learning contents and activities will be organized into a process of learning through several learning units (e.g. 3-5). See example Task Analysis).
(MOD 7-8) Upload a visual map to show the sequence of learning units, each with its own objectives and activities. The units should work coherently to support the achievement of the ultimate objectives of the whole mini-course. Use this map to guide the creation of the actual learning units while adapting it when needed. The key idea is to fine-tune the objective-content/process-assessment alignment.
References and Resources