Applying e-portfolios to design education

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An oral presentation at ICT 2009 Conference, July 7, Hong Kong

Published in: Education, Design, Business
  • An interesting presentation!

    I find structured evaluation to be very similar to reflection. Having taught the design process for many years I help student to reflect on their work through the following 5 headings:
    The Product: Did it meet the required objectives?
    The Process(s): What processes did you have to learn/develop?
    The Person: What it did for the learner - was it an enjoyable experience?
    The Problems: What difficulties were experienced?
    The Potential: What is the future application/develpment of the product?
       Reply 
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Applying e-portfolios to design education

  1. 1. Applying E‐portfolios for Supporting  Reflective Behaviors in Design  Education  – the case of metalwork design Yung‐Ping Chou, Shih‐Fang Huang, Ming‐Ying Yang Department of Industrial Design,  National United University,  Miaoli, 360, Taiwan  Motivation 1. Reflection is essential for designers. But it is  implicit and hard to identify in a learning  process. 2. Design education needs apprenticeship,  which cannot be sufficiently provided in  many design institutions nowadays (in  Taiwan).  Information tools may help?
  2. 2. Course:  Introduction to Metalwork Design Elective, 14 sophomores, 18 weeks Ornament design has a simplified  design process that still captures the  main elements. Conceptualization Visualization Implantation the outcome Concept of a designer’s e‐portfolio Designers have the tradition of keeping  their portfolios through their career. Opportunity Designer’s port. time Course 1 Looking  peer interaction Course 2 for jobs Course 3
  3. 3. Designer’s e‐portfolio Student Port. Course Port. Album 2 Album 1 Album 2 Album 2 Student Port. Student Port. Student Port. Student Port. The System Generally regarded functions  Without the availability  of reflective e‐portfolios: of a platform, we  1. storage for multimedia  combine some online  artifacts,  2. UI for writing and  services to form a  reviewing,  minimalist system. 3. teacher‐student and peer  interactions,  Flickr 4. group communication tool, a forum 5. course management, and  6. multi‐level access control. YouTube
  4. 4. Fast reviewing for reflection,  assessment & apprenticing  discussion annotation back
  5. 5. Research Methods 1. Qualitative: coding, interviewing & observation reflect. open axial selective reports coding coding coding content reflections process premise 2. Quantitative: questionnaire Results Kember et al., 2000 What we have learned 1. In order of importance, key functions of an  e‐portfolio system for design education are:  (1) review and reflection;  (2) interactions with privacy;  (3) social interactions, in a competitive sense(?)
  6. 6. What we have learned 2. The e‐portfolio system did help learning in  each phase of the process. The teacher was  capable of sensing learning difficulties  timely and provided accurate guidance.  texture curves surface 3D objects
  7. 7. Idea subject student sketching teacher expression What we have learned 3. The teacher may evaluate students based  on their design ideation, other than their  final works. In design education, seeing  through the whole design processes  carried out by students is important but  rather difficult. 
  8. 8. A final work showing good expression skills back A final work with not so good skills but  excelling in design concept
  9. 9. Designers are thinkers more  than crafts persons.  4. Questionnaire survey indicates that the  students recognize the importance of  reflection in design more after the course. 
  10. 10. Problems and Challenges: E‐portfolio is lifelong time Course 2 Course 1 Course 3 1. Implanting e‐portfolios for a single course adds  loads on the students. Nowadays students are slow  in writing, whereas reflections should be written up.  2. Keeping an e‐portfolio is a lifelong business. Design  students should form such a habit. However,  promoting e‐portfolio to teachers and courses  needs a smart institutional strategy. Conclusions‐ e‐portfolio & reflection 1. E‐portfolio makes assessing process,  other than outcome, possible. 2. E‐portfolio enhances student‐teacher  interactions, facilitating more  exploratory  courses. 3. E‐portfolio also enhances social  interactions between the students. All these add up to enhancing reflection.
  11. 11. Thank you! Any Questions?  Possible Topics for the Future: 1. Gender difference in reflective education 2. In more complex courses of product  design, how does reflection help  students in every stages of the design  process? 3. Is the social interaction among design  students different from other students? 4. Interface design for an e‐portfolio  system for designers
  12. 12. The Course Portfolio: http://groups.google.com.tw/group/sifan‐ metalwork?hl=zh‐TW 2 Student portfolios, with permissions from: 芷宣— http://www.flickr.com/photos/25152775@N02/sets/ 佩璇— http://www.flickr.com/photos/blest1224 Movies of drawing skill demonstrations are  published at:  http://tw.youtube.com/user/sifan626

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