Portfolio Setup and Content Map Objectives This document will serve as an initial set of guidelines for students who are beginning to create their electronic portfolios for the year. By the end of this initial process, students should produce a written document that provides a detailed plan of what and how they will implement their portfolios for this class. Students should complete a written content map in class as well as outside of class. This document will be created in consolation with the instructor (input from other students is also encouraged) and will be submitted to Turnitin.com for assessment no later 26 August 2009. Once approved, students, will use time outside of class to bring the initial phase of the portfolio online. All portfolios must be live no later than 30 August 2009. Students are expected to begin posting work to this portfolio on Monday, 31 August 2009. Assessment 10 points: The student provided a detailed account of their plans, with reference to the assignment mechanics (listed below) and in-class instructions. The document is free of mechanical errors, is clear in its logic of design and intent, and is comprehensive in its discussion of the students interests and intent for the project. 8 points: The student provided an account of their plans for the portfolio, with limited references to the assignment mechanics (listed below) and in-class instructions. The document is has some mechanical errors, may be unclear in its logic of design and intent, and is limited in its discussion of the students interests and intent for the project. 5 points: The student attempted to produce a written document that outlines their student portfolio. The document contains numerous mechanical, spelling, or similar errors. The logic or flow of the students plan is either unclear, and has little or no discussion of the students interests and intent for the project. 0 points: No submission/not on time Mechanics 1. Create a Content Map of your portfolio a. Branding: Name, theme, focus of your work, images/logos, etc. i. How will you design or aggregate this information & content? b. Finding a hosting format? i. Which services will you use & why? c. Design Components i. Explore widgets associated with your blog or wiki 1. What sorts of content can you incorporate into your portfolio? 2. How will you: (a) search for and (b) incorporate/embed this content into your portfolio? 3. How will you sustain (keep fresh) your design? Will you be able to innovate your design over time/in response to new trends? d. Artifacts i. Review Rubrics for artifacts on Edline
ii. Sketch a plan that specifically describes the type of artifacts that you plan to incorporate into your portfolio. Examples: 1. Primary Sources: Primary sources are those statements (written and oral), documents, photographs and video, or similar material that are produced as original information. Students should be able to ascertain the Origin, Purpose, Value, and Limitation for each primary source they encounter. 2. Secondary Sources: Secondary sources are analytical, historiographic, or similar types of works that build upon or attempt to explain a variety of primary sources. Students should be able to critically-appraise (answer the so what? question) each of the secondary sources they come across during the course. 3. Journal Entries: Journal entries are reflective, written statements in response to a question, prompt, or other type of statement within the confines of the course. 4. Delicious (or similar) bookmarks: Students should bookmark any webbased resource they encounter during their studies. Not only does bookmarking offer a reliable means for aggregating and sorting a diverse array of information, but provides a first step in producing annotated bibliographies. 5. Annotated Bibliographies: Excellent research begins with a good research question and is strengthened with a thorough review of the literature. An Annotated Bibliography allows students to summarize the diverse set of resources encountered during the research process. 6. Book Reviews are opportunities for students to offer commentary and analysis on significant works of historiography, related to both the course curriculum and their own research interests. iii.Which types of artifacts seem the most useful to you? The least useful? 1. Consider what types or artifacts will best serve you in the immediate future, as well as how you would like to weight the assessment of your work.