Portfolio with learning diary
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description
A portfolio with a learning diary is first of all a working tool for the learner himself. It is used for documentation and reflection of the learned content and approach. 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 has an examination function, it is common, depending on the learning objective, to publish all texts from the portfolio, but only parts of the learning diary selected by the student.
The portfolio serves as a kind of "collection folder" of small work assignments, which are given to the students by the teachers at several points during the semester. Thematically, portfolio assignments are usually (scientific) texts that are written to analyze questions. With the learning diary, students can record learning goals for themselves and, if necessary, derive changes in their own learning strategies from them. However, it can also be used as an advising tool (e.g. when supervising self-study periods), with which the students can pre-structure their questions to the teachers, and on the basis of which the teachers can recognize how the students organize their own learning process.
In many subjects, a portfolio is also a welcome occasion to practice (scientific) writing - initially in keywords and short articles, from which collections of material for larger works, such as a bachelor thesis or similar, can develop over time.
What is it good for?
A portfolio is always particularly suitable when learning is about one's own attitudes, one's own experiences play a role and critical questioning is desirable. Through the learning diary, one's own learning process can be reflected upon in a more binding and sustainable manner. The success of a learning diary is based on the fact that the most important components of the learning material are recorded in one's own words (important: do not simply copy!). However, this takes place outside the transcript in the course. Thus, a renewed intensive examination with greater processing depth in the brain takes place.
Procedure Portfolio
The portfolio documents are written analyses provided by the teacher, e.g. to a question or an article. It is important to regularly integrate the results into subsequent courses. In this way, instructors support students in keeping the portfolio regularly and not just writing it at the end of the module.
Procedure Learning Diary (abbreviated version)
In a learning diary, students note down those learning contents that seem particularly relevant to them from their subjective perspective. In addition, students should reflect on the content of the course on the basis of these notes. This process of reflection, which can be supported by the lecturer, enables an intensive examination of the learning content.
The lecturer should provide the students with some questions that can support them in reflecting on the content they have learned.
Group SizeAny. The amount of time required to read and provide feedback on the portfolio is similar to that required for a term paper.
Time Commitment
Students are expected to either be given 5-10 minutes during the course to complete the learning journal or to do this regularly afterwards.
At several points in time, short texts will be written as part of the portfolio. This is done between courses. A portfolio can also be kept on several elements of a module (e.g. lecture and associated seminar).
Room equipment
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 subject experience & Prior knowledge
The processing of the learning content is initially deepened by the fact that regular follow-up takes place. The intensive examination of the learning content enables students to structure it independently and link it to their previous knowledge. In the process, cross-connections can be made to learning content from other courses and to their own knowledge or previous experience. Prior knowledge and experience can therefore be easily taken 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 elaboration. Reflecting on the learning process through the learning diary supports students in becoming aware of their learning processes and can therefore promote conscious control of the learning processes under certain circumstances. The extent to which independent work is also promoted depends on the course.
Study motivation
With regard to learning motivation, the learning diary addresses extrinsic and intrinsic motivation as incentive systems in students. If the learning diary is used as an examination instrument, students receive recognition through an evaluation. The possibility to choose to deepen the learning material in the context of the writing and reflection process reinforces intrinsic motivation. However, this depends on the degree of structuring of the guiding questions provided by the instructor. Due to a stronger involvement in the design of one's own learning, a motivation-increasing effect of the learning diary can be assumed overall.
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 possibility to also 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. When used in a seminar, it is more restrictive. 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 mutually commented on, which reduces the time and location restrictions.
Literature
Brunner, I.; Häcker, T.; Winter, F. (2006): The Portfolio Work Handbook. Concepts - suggestions - experiences from school and teacher education. Seelze-Verlber: Friedrich Verlag.
Kornmann, R. (2009): The study diary. A new means to demonstrate performance and evaluate teaching quality. In: New handbook on university teaching (4.1).
Nückles, M. (2011): From self-directed to self-regulated learning: current approaches and findings: Limits, challenges and opportunities for teaching, 01.01.2011. Available online at: www.zfs.uni-freiburg.de/aktuelles/Bilder/bilder/ lecturer/lecturer-round-2011/lecture_zfs_110628_hp.pdf, last checked 18.05.2016.
Petko, D. (2013): Writing learning diaries with weblogs. Didactical basics and technical developments using the example of lerntagebuch.ch. In: D. Miller and B. Volk (Eds.): E-portfolio at the interface of study and work. 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 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 teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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