Portfolio with learning diary
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description
A portfolio with a learning diary is initially a tool for the learner him/herself. It is used to document and reflect on the content learned and the approach taken. In addition to the reflection function, the portfolio and possibly the learning diary can also have an examination function and be handed in at the end of the semester. If the portfolio takes on an examination function, it is usual, depending on the learning objective, to publish all texts from the portfolio, but only parts of the learning diary selected by students.
The portfolio serves as a kind of "folder" of small assignments that are given to students by the teacher at various points during the semester. Thematically, portfolio assignments are usually (scientific) texts that are written to analyze issues. Students can use the learning diary to record learning goals for themselves and, if necessary, make changes to their own learning strategies. However, it can also be used as an advisory aid (e.g. when supervising self-study periods), which students can use to pre-structure their questions to teachers and which teachers can use to recognize how students organize their own learning process.
In many subjects, a portfolio is also a welcome opportunity to practise (academic) writing - initially in keywords and short articles, from which collections of material for larger works, such as a Bachelor's thesis or similar, can emerge over time.
What is it good for?
A portfolio is always particularly suitable when learning is about your own attitudes, your own experiences play a role and critical questioning is desirable. The learning diary allows students to reflect on their own learning process in a more binding and sustainable way. The success of a learning diary is based on the fact that the most important elements of the learning material are recorded in your own words (important: don't just copy them down!). However, this takes place outside of the notes in the course. In this way, there is a further intensive examination with greater depth of processing in the brain.
Portfolio procedure
The portfolio documents are written analyses provided by the teacher, e.g. on a question or an article. It is important to regularly incorporate the results into subsequent courses. In this way, educators encourage students to keep the portfolio regularly and not just write it at the end of the module.
Procedure Learning diary (shortened version)
In a learning diary, students note down the learning content that they consider to be particularly relevant from their subjective perspective. In addition, students should reflect on the content of the course on the basis of these notes. This reflection process, which can be supported by the lecturer, enables an intensive examination of the learning content.
Lecturers should provide students with a few questions to help them reflect on the content they have learned.
Group sizeAny. The effort required for reading and giving feedback on the portfolio is similar to that for a term paper.
Time required
Students should either be given 5-10 minutes during the course to work on the learning diary or do this regularly afterwards.
At several points in time, short texts are written as part of the portfolio. This is done between courses. A portfolio can also be kept for several elements of a module (e.g. lectures and associated seminars).
Room facilities
No special requirements.
Material
Prepared questions. Creation also possible via online platforms (e.g. OLAT).
b) How do & portfolios promote the following diversity dimensions?
Prior professional experience & Prior knowledge
The content-related processing of the learning content is initially deepened by the fact that regular follow-up takes place. Through intensive engagement with the learning content, students can structure it independently and link it to their previous knowledge. This allows them to make connections to learning content from other courses and to their own knowledge and previous experience. Prior knowledge and prior experience are therefore easy to take into account when using portfolios and learning diaries.
Core competence independent work & Learning
The portfolio as an examination format supports independent work, especially if the portfolio tasks require independent research and development. Reflecting on the learning process through the learning diary helps students to consciously perceive their learning processes and can therefore, under certain circumstances, promote the conscious control of learning processes. The extent to which independent work is also encouraged depends on the course.
Motivation to study
With regard to motivation to learn, the learning diary addresses extrinsic and intrinsic motivation as incentive systems for students. If the learning diary is used as an examination instrument, students receive recognition through an assessment. The option to deepen the learning material as part of the writing and reflection process increases intrinsic motivation. However, this depends on the degree of structuring of the guiding questions provided by the teacher. Due to the greater involvement in shaping one's own learning, it can be assumed that the learning diary has an overall motivational effect.
Academic & Social integration
If the learning diary is also used as an advisory tool, this promotes academic integration and exchange between teachers and students. One way to promote peer-to-peer interactions and thus the social integration of students would be the formation of (online) project groups and the possibility of peer assessment.
Time & Location restrictions
The time and location restrictions depend on the use of the learning diary. It is more restrictive when used in seminars. Accompanying counseling sessions are also subject to time/location restrictions. In the context of e-learning, for example, the learning diary can be followed up online and commented on by both parties, which reduces the time and location restrictions.
Literature
Brunner, I.; Häcker, T.; Winter, F. (2006): The Portfolio Work Handbook. Concepts - suggestions - experiences from schools and teacher training. Seelze-Verlber: Friedrich Verlag.
Kornmann, R. (2009): The study diary. A new means of providing evidence of academic achievement and evaluating teaching quality. In: New Handbook of University Teaching (4.1).
Nückles, M. (2011): From self-directed to self-regulated learning: current approaches and findings: Grenzen, Herausforderungen und Chancen für die Lehre, 01.01.2011. Available online at: www.zfs.uni-freiburg.de/aktuelles/Bilder/bilder/ dozent/dozierendenrunde-2011/vortrag_zfs_110628_hp.pdf, last checked on 18.05.2016.
Petko, D. (2013): Writing a learning diary with weblogs. Didactic principles and technical developments using the example of lerntagebuch.ch. In: D. Miller and B. Volk (eds.): E-Portfolio an der Schnittstelle von Studium und Beruf. Münster: Waxmann Verlag, pp. 206-214. Available online at www.pedocs.de/volltexte/2015/10986/pdf/Petko _2013_Lerntagebuch_schreiben_mit_Weblogs.pdf, last checked on 18.05.2016
Richter, A. (2009): Portfolios as an alternative form of performance assessment. In: New handbook of university teaching. Stuttgart (H 4.2).
Waldherr, F.; Walter, C. (2009): Ideas and methods for university teaching. Stuttgart: Schäffer-Poeschel-Verlag.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Portfolio and learning diary. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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