Pattern: Study-accompanying Portfolio

Context/Setting

Degree programs characterized by the need to develop a changed (professional) attitude for successful competence acquisition. This is particularly true for programs with loosely connected courses.

Problem

Students encounter partially conflicting scientific, subject-specific, and (subject-specific) academic thinking styles and behavior patterns at the university. These are further overlaid by the societal and individual goals expected to be achieved through study. This often leads to a certain level of disorientation or an underdeveloped scientific habitus (critical thinking and reflection).

Tension

Implicit vs. explicit knowledge, personal vs. academic vs. scientific vs. professional requirements and goals

Solution

Students reflect in a portfolio on the demands made on them, their attitudes, and beliefs. They engage in self-exploration.

Details

Several times during their studies, students synthesize the artifacts collected in the portfolio (reflections, term papers, etc.) into shorter texts. Learning guides provide feedback based on self-chosen or negotiated criteria.

Pitfalls

If insufficient and inconsistent prompts for portfolio work are provided by instructors or learning guides, and if there is no binding agreement for feedback, students may prioritize other tasks despite high intrinsic motivation. Forming tandems for mutual motivation, feedback, and organization is useful but also requires supervision.

Advantages

• Increases the meaningfulness of the studies
• Enhances exchanges and networking
• Provides personal research experience/research-based learning
• reflective ability 

Disadvantages

High time investment for creation and guidance

Examples

• Master of Higher Education
• RIO (University College: TP 32)

Tools

• Learning platforms (OLAT, CommSy)
• ePortfolio software (Mahara)
• Blog software (WordPress)

Related Patterns

• Course-accompanying ePortfolio