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| PORTFOLIO |
Many of Dr Bobbert's courses require a PORTFOLIO for the final project. Details on
how to assemble and present the portfolio are outlined below. This is your chance
to tell all the good things you've accomplished in the course. If you mention any
problems be sure to show how you have or could solve them. This is your chance
to "look good."
As part of your FINAL TEST you will present a PORTFOLIO. Many Portfolios are
presented in notebook form, a slide or Power Point presentation.
In communications courses the student must do a formal live presentation with
visual aids of some sort.
In Dr. Bobbert's computer courses a Power Point, Slide or Video presentation is
required. The Portfolio owner does not have to be the one reading the oral
material that should accompany the presentation. The audio can be scripted
and/or be prerecorded. (Be sure to practice.)
Several types of presentations are acceptable.
1. A Leader Lead presentation in which a speaker recites a narrative as the
"slides" present the Portfolio contents. The presenter may but need not "run" the
computer during the presentation.
2. A Self Guided presentation in which one can look at the material and use
navigation controls to progress at one's own speed.
3, Video taped with live or pretaped narration followed by a Q & A when appropriate.
Video media may be jump drive, CD or DVD or bring your own laptop.
4. Any combination of the above.
Sound Track
If the Presentation is a "self guided" one, the author should record a sound track.
The author may have someone else do the narration, but the author must write it.
Examples will be given.
The following directions for Creating a Portfolio is loosely based on Preparing A
Teaching Portfolio, A Guidebook, Prepared by The Center for Teaching Effectiveness,
The University of Texas at Austin that appears on the website
http://www.utexas.edu/academic/cte/teachfolio.html
What is a Portfolio?
A Portfolio is a factual description of accomplishments supported by relevant data
and analyzed to show the thinking process behind the artifacts. Most portfolios are
NOT collections of everything that a student has done, but include selected samples
that illustrate how that individual carried out various assignments.
Portfolios provide documented evidence that is connected to the specifics to each
project.
They include a range of evidence from a variety of sources such as samples of
student work, self-reflections, reports on classroom activities, and self
development efforts.
In the process of selecting and organizing their portfolio material, think hard about
what activities would likely to lead to improvement.
Portfolios are a step toward a more public, professional view of your learned skills
and reflect on your work as a scholarly activity.
5. Steps for Compiling a Portfolio
The following the six steps for creating a portfolio are modified from Seldin (1993) :
Clarify responsibilities.
Start with an understanding of what role you may be expected to play in your
chosen field with regard to its various functions. This should help the student
determine what kinds of specifics need to be documented.
Select items for the Portfolio.
Based on the Text and classroom activities select information relevant to those
responsibilities rather than gathering every piece of data that can be found.
Prepare statements on each item.
Prepares statements on each item that shows the activity or skills value to your
career.
Arrange the items in order.
The order might be in terms of importance to the student. It might be chronological
to show growth over time. It might be categories to show breadth of learning. The
order should highlight the best accomplishments,
but also be inclusive.
Compile the supporting data.
Evidence relating to the statements on each item should be gathered to support
conclusions drawn. This evidence is best placed in an appendix.
Incorporating the Portfolio into a curriculum vitae or resume can be effective..
Since the portfolio is limited, it needs to be viewed in the total context for the most
accurate interpretation.
Physical presentation considerations.
The primary consideration for presenting your portfolio is that the materials should
be conveniently arranged for review by others. One possibility is a tabbed
notebook. Another possibility is arranging and indexing all of your materials in a
data file on a flash drive or other medium. Provide audio and/or video that
highlights some activities.
8. Create a Power Point, Slide Show or Video presentation that illustrates
your Portfolio.
Photoshop and other software have a Slide Show attribute you can use or
see the Power Point presentation appended to Midway CS235 Class 1
to see how you can electronically include all elements of the portfolio by simply
doing screen "grabs" then copying and pasting them into the presentation. Dr.
Bobbert will also show you examples of student presentations.
click here to see the example
What kinds of material can be put into a portfolio?
Planning and preparation, represented by homework, handouts, lecture notes, etc.
Assisting others or tutoring other students represented by written comments from
other students .
Evaluating other students work and giving feedback with a brief discussion about
how feedback was given.
Currency in the field, represented by your class suggestions, reading materials
assigned or drawn on for course projects, attendance at professional
conferences, other classes or work related activities that aided you in acquiring
the skills needed to pass the course.
The lists below are by no means intended to be exhaustive of the possibilities. The
list is merely suggestive of what might be included.
Material from Oneself
A statement of your philosophy reflecting the individual's view of computers in the
home or workplace and how the individual's activities fit with that philosophy.
Statement of responsibilities, including a brief description of the way each
assignment was met and how the course fits into your overall development.
Representative samples of work detailing course content and assignments,
teaching methods, readings, homework assignments and evaluation activities,
possibly highlighting what you did best or valued most.
Description of steps taken to improve, either through the improvement of individual
activities or in general through activities to enhance your skills or background
knowledge.
Descriptions of instructional innovations attempted and evaluations of their
effectiveness. Evaluating effectiveness of classroom activities can be valuable to
you and the instructor.
Descriptions of non-classroom settings, such as work with laboratory assistants,
special help sessions, work with students during office hours, out of classroom
contact other students, mentors or instructors.
Descriptions of activities involving helping other students and
A personal statement describing your goals for the next five years that relate to
what you learned in this course.
Products of Classroom/LAB activities
Samples of student work along with the professor's feedback to show the range of
student performance and how you dealt with it.
Student journals compiled during the semester and reflecting student growth in a
wide range of areas.
A record of success in other activities due to what you learned in the class. ts.
Student scores on class examinations and projects
Some Items that Occasionally Appear
Descriptions of curricular revisions, including new course projects, materials, and
class assignments.
Self-evaluation of computer-related activities.
Contributions to, or editing a publication.
Participation in off-campus activities related to computer programs
Evidence of help given to colleagues leading to their improvement.
As noted earlier, not all these items would be appropriate for every portfolio. These
lists are provided merely as stimulation for the student's own thinking.
--------------------------------------------------------------------------------
More Details on Components of a Portfolio
Statement of Purpose (Value of the project)
The purpose of this statement is to describe the individual's general approach to
the Portfolio.
Interpretations of Student Evaluations
Charts detailing the activities and their value.
Analyzing Written or Oral Instructor or other student Comments
The cognitive dimension (the organization of the learning setting to achieve a
variety of levels of complexity of learning, the use of questions and activities to
stimulate deeper analysis of the subject or a more thorough understanding of the
basics, the level at which the class is directed and its appropriateness for the
students)
The socio-political dimension (the apportioning of roles within the class and their
interaction, the use of authority, directions, commands, invitations, judgments,
rewards and threats, the building or maintenance of rapport)
The classroom structure and procedures (instructional methods and materials
used, their purposes and effectiveness)
The curricular context (the relationships between this class and the course as a
whole, this course and the curriculum as a whole, this content and the notions of
education in general and the field in particular)
The effects of teaching (how well students are learning as indicated by questions,
activities, general attention level, specific assessments during class time, and the
use of that information in redirecting the teaching from moment to moment)
The rhetorical dimension (the use of language, organization, forms such as
expository, argumentative, persuasive, etc., sharing of talk-time, turn-taking)
The physical-temporal dimension (time of day, room size and shape, physical
comforts aspects, seating, visibility, acoustics, and how the instructor is aware of
them and compensating for them)
Instructor's note:
One of the responsibilities of people who work on projects is presenting that
project to others. Also, securing a job in today's market often requires a
presentation of ones accomplishments; therefore, it seems prudent to have
students present what they have accomplished in a "skills" course as part of their
final. Using this method less time is devoted to memorizing facts and more time is
devoted to polishing skills.
Students may present their work as it was originally presented and graded then
add an updated version that shows how their skills have improved.
Be Creative, Entertaining and persuasive!
--------------------------------------------------------------------------------
References
Many books and articles have been written on Portfolios. The ones listed below were
mentioned in the original publication modified in the foregoing text.
Centra, John A. (1993) Reflective Faculty Evaluation. San Francisco: Jossey-Bass
Publishers, Inc.
Edgerton, R., Hutchings, P. and Quinlan, K. (1991) The Teaching Portfolio: Capturing
the Scholarship in Teaching. Washington, DC: The American Association for Higher
Education.
Hart, F.R. (1987) "Teachers observing teachers." In J.H. Broderick (ed.) Teaching at an
Urban University. Boston: University of Massachusetts at Boston.
Keig, Larry & Waggoner, Michael D. (1994) Collaborative Peer Review: The Role of
Faculty in Improving College Teaching. ASHE-ERIC Higher Education Report No. 2,
1994. Washington, D.C.: the George Washington University, School of Education and
Human Development.
Seldin, Peter and Associates (1993) Successful Use of Teaching Portfolios. Belton,
MA: Anker Publishing.
how to assemble and present the portfolio are outlined below. This is your chance
to tell all the good things you've accomplished in the course. If you mention any
problems be sure to show how you have or could solve them. This is your chance
to "look good."
As part of your FINAL TEST you will present a PORTFOLIO. Many Portfolios are
presented in notebook form, a slide or Power Point presentation.
In communications courses the student must do a formal live presentation with
visual aids of some sort.
In Dr. Bobbert's computer courses a Power Point, Slide or Video presentation is
required. The Portfolio owner does not have to be the one reading the oral
material that should accompany the presentation. The audio can be scripted
and/or be prerecorded. (Be sure to practice.)
Several types of presentations are acceptable.
1. A Leader Lead presentation in which a speaker recites a narrative as the
"slides" present the Portfolio contents. The presenter may but need not "run" the
computer during the presentation.
2. A Self Guided presentation in which one can look at the material and use
navigation controls to progress at one's own speed.
3, Video taped with live or pretaped narration followed by a Q & A when appropriate.
Video media may be jump drive, CD or DVD or bring your own laptop.
4. Any combination of the above.
Sound Track
If the Presentation is a "self guided" one, the author should record a sound track.
The author may have someone else do the narration, but the author must write it.
Examples will be given.
The following directions for Creating a Portfolio is loosely based on Preparing A
Teaching Portfolio, A Guidebook, Prepared by The Center for Teaching Effectiveness,
The University of Texas at Austin that appears on the website
http://www.utexas.edu/academic/cte/teachfolio.html
What is a Portfolio?
A Portfolio is a factual description of accomplishments supported by relevant data
and analyzed to show the thinking process behind the artifacts. Most portfolios are
NOT collections of everything that a student has done, but include selected samples
that illustrate how that individual carried out various assignments.
Portfolios provide documented evidence that is connected to the specifics to each
project.
They include a range of evidence from a variety of sources such as samples of
student work, self-reflections, reports on classroom activities, and self
development efforts.
In the process of selecting and organizing their portfolio material, think hard about
what activities would likely to lead to improvement.
Portfolios are a step toward a more public, professional view of your learned skills
and reflect on your work as a scholarly activity.
5. Steps for Compiling a Portfolio
The following the six steps for creating a portfolio are modified from Seldin (1993) :
Clarify responsibilities.
Start with an understanding of what role you may be expected to play in your
chosen field with regard to its various functions. This should help the student
determine what kinds of specifics need to be documented.
Select items for the Portfolio.
Based on the Text and classroom activities select information relevant to those
responsibilities rather than gathering every piece of data that can be found.
Prepare statements on each item.
Prepares statements on each item that shows the activity or skills value to your
career.
Arrange the items in order.
The order might be in terms of importance to the student. It might be chronological
to show growth over time. It might be categories to show breadth of learning. The
order should highlight the best accomplishments,
but also be inclusive.
Compile the supporting data.
Evidence relating to the statements on each item should be gathered to support
conclusions drawn. This evidence is best placed in an appendix.
Incorporating the Portfolio into a curriculum vitae or resume can be effective..
Since the portfolio is limited, it needs to be viewed in the total context for the most
accurate interpretation.
Physical presentation considerations.
The primary consideration for presenting your portfolio is that the materials should
be conveniently arranged for review by others. One possibility is a tabbed
notebook. Another possibility is arranging and indexing all of your materials in a
data file on a flash drive or other medium. Provide audio and/or video that
highlights some activities.
8. Create a Power Point, Slide Show or Video presentation that illustrates
your Portfolio.
Photoshop and other software have a Slide Show attribute you can use or
see the Power Point presentation appended to Midway CS235 Class 1
to see how you can electronically include all elements of the portfolio by simply
doing screen "grabs" then copying and pasting them into the presentation. Dr.
Bobbert will also show you examples of student presentations.
click here to see the example
What kinds of material can be put into a portfolio?
Planning and preparation, represented by homework, handouts, lecture notes, etc.
Assisting others or tutoring other students represented by written comments from
other students .
Evaluating other students work and giving feedback with a brief discussion about
how feedback was given.
Currency in the field, represented by your class suggestions, reading materials
assigned or drawn on for course projects, attendance at professional
conferences, other classes or work related activities that aided you in acquiring
the skills needed to pass the course.
The lists below are by no means intended to be exhaustive of the possibilities. The
list is merely suggestive of what might be included.
Material from Oneself
A statement of your philosophy reflecting the individual's view of computers in the
home or workplace and how the individual's activities fit with that philosophy.
Statement of responsibilities, including a brief description of the way each
assignment was met and how the course fits into your overall development.
Representative samples of work detailing course content and assignments,
teaching methods, readings, homework assignments and evaluation activities,
possibly highlighting what you did best or valued most.
Description of steps taken to improve, either through the improvement of individual
activities or in general through activities to enhance your skills or background
knowledge.
Descriptions of instructional innovations attempted and evaluations of their
effectiveness. Evaluating effectiveness of classroom activities can be valuable to
you and the instructor.
Descriptions of non-classroom settings, such as work with laboratory assistants,
special help sessions, work with students during office hours, out of classroom
contact other students, mentors or instructors.
Descriptions of activities involving helping other students and
A personal statement describing your goals for the next five years that relate to
what you learned in this course.
Products of Classroom/LAB activities
Samples of student work along with the professor's feedback to show the range of
student performance and how you dealt with it.
Student journals compiled during the semester and reflecting student growth in a
wide range of areas.
A record of success in other activities due to what you learned in the class. ts.
Student scores on class examinations and projects
Some Items that Occasionally Appear
Descriptions of curricular revisions, including new course projects, materials, and
class assignments.
Self-evaluation of computer-related activities.
Contributions to, or editing a publication.
Participation in off-campus activities related to computer programs
Evidence of help given to colleagues leading to their improvement.
As noted earlier, not all these items would be appropriate for every portfolio. These
lists are provided merely as stimulation for the student's own thinking.
--------------------------------------------------------------------------------
More Details on Components of a Portfolio
Statement of Purpose (Value of the project)
The purpose of this statement is to describe the individual's general approach to
the Portfolio.
Interpretations of Student Evaluations
Charts detailing the activities and their value.
Analyzing Written or Oral Instructor or other student Comments
The cognitive dimension (the organization of the learning setting to achieve a
variety of levels of complexity of learning, the use of questions and activities to
stimulate deeper analysis of the subject or a more thorough understanding of the
basics, the level at which the class is directed and its appropriateness for the
students)
The socio-political dimension (the apportioning of roles within the class and their
interaction, the use of authority, directions, commands, invitations, judgments,
rewards and threats, the building or maintenance of rapport)
The classroom structure and procedures (instructional methods and materials
used, their purposes and effectiveness)
The curricular context (the relationships between this class and the course as a
whole, this course and the curriculum as a whole, this content and the notions of
education in general and the field in particular)
The effects of teaching (how well students are learning as indicated by questions,
activities, general attention level, specific assessments during class time, and the
use of that information in redirecting the teaching from moment to moment)
The rhetorical dimension (the use of language, organization, forms such as
expository, argumentative, persuasive, etc., sharing of talk-time, turn-taking)
The physical-temporal dimension (time of day, room size and shape, physical
comforts aspects, seating, visibility, acoustics, and how the instructor is aware of
them and compensating for them)
Instructor's note:
One of the responsibilities of people who work on projects is presenting that
project to others. Also, securing a job in today's market often requires a
presentation of ones accomplishments; therefore, it seems prudent to have
students present what they have accomplished in a "skills" course as part of their
final. Using this method less time is devoted to memorizing facts and more time is
devoted to polishing skills.
Students may present their work as it was originally presented and graded then
add an updated version that shows how their skills have improved.
Be Creative, Entertaining and persuasive!
--------------------------------------------------------------------------------
References
Many books and articles have been written on Portfolios. The ones listed below were
mentioned in the original publication modified in the foregoing text.
Centra, John A. (1993) Reflective Faculty Evaluation. San Francisco: Jossey-Bass
Publishers, Inc.
Edgerton, R., Hutchings, P. and Quinlan, K. (1991) The Teaching Portfolio: Capturing
the Scholarship in Teaching. Washington, DC: The American Association for Higher
Education.
Hart, F.R. (1987) "Teachers observing teachers." In J.H. Broderick (ed.) Teaching at an
Urban University. Boston: University of Massachusetts at Boston.
Keig, Larry & Waggoner, Michael D. (1994) Collaborative Peer Review: The Role of
Faculty in Improving College Teaching. ASHE-ERIC Higher Education Report No. 2,
1994. Washington, D.C.: the George Washington University, School of Education and
Human Development.
Seldin, Peter and Associates (1993) Successful Use of Teaching Portfolios. Belton,
MA: Anker Publishing.
Dr. Larry C. Bobbert Adjunct Professor Midway College Morehead University Eastern Kentucky University --International--- Media Consultant - Speaker - Trainer Video Producer --------------------- conversational ...easy to read...FUN and informative." - Lois Miller Resume Bluegrass Who Dun it THE MOVIE Available on DVD --------------------! 5 Element Tai Chi Can be a great way to energize your people at a workshop or convention 859 623 9645 5 Element DVD Available |
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| Page last revised 8/25/2011 |
| Oral communications classes require you to choose presentation method number 1 "Leader Lead" Oral communications presenters may use some other visual aid(s) other than Power Point or other computer aided visuals. |
| This page has no official connection to Midway College but is a private site paid for by Dr. Larry C. Bobbert who is solely responsible for content |