Your e-Portfolios

If you’ve perused the assignment sheet recently, you will have seen that our final assignment is to design and build an e-portfolio of your work in this class.

What’s an e-portfolio, you ask?

Points you take from these two videos?

You might have noticed my uses of “design” and “build” in the sentences above.  What I want us to explore today are ways for us to think strategically and metacognitively about this as an assignment.

My goal is to create an environment in which you tell me what you’ve learned, not the other way around: where my desire to achieve certain course outcomes is overshadowed by your willingness to experiment, play, and be creative.  Have fun with this!

The process we’ll continue today can be summarized like this:

  • Project
    • What do you want this portfolio to do or be?
    • What do you want it to show about you, the course, your reading, your writing, your ability?
    • Ideally, what would you like to build into it, have it show, make it do?
  • Collect
    • What things from this course will you include?  (List them)
    • What things from other courses might you include?
    • What objects or things from outside school might you include?
  • Select
    • What are the BEST things you’ve done, paragraphs you’ve written, points you’ve made this semester?
    • How has your learning developed OVER TIME?  Point to some things that could show us development.
    • What do you know how TO DO that you didn’t know before?
  • Interject
    • How could this portfolio show an aspect of you that seems real or authentic?  What narrative would you like your portfolio to portray?
    • What elements could you build in that would show you as more than a student?
    • What voice could you use in your reflections that would highlight this narrative?
  • Connect
    • Take out the artifacts that you decided to use that are from other classes or other aspects of your life (or pull them up on your computer).  Put two of them in dialogue:
      How does artifact two
      what artifact one shows us?
    • Put another two in dialogue.  Again, how do they add to, contradict, complement, or complicate each other?
  • Reflect
    • What do you think your coursework in 431 shows us about you?
    • What themes emerge when you compare the writing you’ve done in this class to project/objects/artifacts from these other spaces in your life?
    • What patterns are you starting to see across ALL of this work?
  • Inspect
    • What did the composer of this portfolio do well?
    • What questions did this portfolio raise for you?
    • What did you see looking THROUGH the text–about the content of the portfolio, which should be the author and her writing?
    • What did you see looking AT the text–thinking about the style/voice, design, visual elements, and other typographical features?  Thinking about the portfolio as a text designed to argue a claim?
    • How do your readings of THROUGH and AT match?  (or do they)
    • What would you suggest the author do to the portfolio now?
  • Perfect
    • Revise your e-portfolio based on feedback you got from peers
    • Your audience should be the members of this class PLUS any other family, friends, or future employers you imagine sharing this with!  (Who is primary, who is secondary?)
    • Remember the reflection that should accompany each artifact
    • And the ways you can represent each artifact: picture, reflection, link for each?
    • (Blogs don’t need to stay in “blog form.”  They could be your best, your development, or some combination, and could be on one “static page” instead of appearing in posts)
  • Project (again–forward)
    • Review your portfolio in terms of how you could use it in the future:
      • What does it show about you, the course, your reading, your writing, your ability as a future teacher?
      • How could you continue to add to it?
  • Respect

Today, using these workshop slides, we’ll take a few of these on (Yancey’s slides are here).

If we have time left over, I’d like us to respond to our reading for today.  Let’s take on Yancey’s ideas about a “curricular ecology,” and focus (mostly) on the examples of portfolios and portfolio-making she offers through Kyoung, Josh, and Clarissa.  (This third model–of the “everyday portfolio” that works “at the
intersection of the personal and the public” (Yancey 6)–is what I’d like you all to build.)

In another piece Yancey wrote she addresses the real value of “folio thinking”:

screenshot-2016-11-10-13-06-15And finally, if time today, we should begin mapping the pages and elements in our e-portfolios, and starting to plan out when/where reflective writing will occur–forming the tendons or sinews that connect the bones, which is what we’re calling your written artifacts.

As below:




Hey! I'm a professor of Rhetoric and Writing in the English dept. at Chico State. Also disc golf player, indie music listener, and vanilla Marxist.

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