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• W224723246 abstract "This paper discusses a technological enhancement of traditional portfolios, electronic CD-ROM portfolios. The Division of Technology at San Jose State University offers a concentration in document design and management (DDM) to prepare students for the future in global communications. As part of the requirements for graduation in the DDM concentration, students were required to complete an electronic of academic and work experiences, using this activity as a capstone experience in order to demonstrate and to create a multimedia work to the work done in their educational career. The electronic was piloted in 1996 with 14 students. Four students presented electronic resumes in the model of traditional paper-and-pencil resumes with few multimedia features. The second group of four resumes maintained the structure of the traditional resume but expanded each section with multimedia features such as videos and sound. The last group of six resumes broke with tradition and created new structures with complex multimedia features. These resumes demonstrated the way in which electronic resumes, as outgrowths of portfolios, can encourage students to express themselves visually. (Contains 8 figures and 13 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The use of portfolios in professional education: A multimedia model of instructional methodology Patricia Ryaby Backer Division of Technology San Jose State University 1 Washington Square San Jose, CA, 95192-0061 408-924-3214 pbacker@sj suvml. sjsu. edu Perspectives U.S. EPARTMENT OF EDUCATION Office Educational Research and Improvement EDU TIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Multimedia and multi-modes have long been known as being effective and efficient in the teaching and learning environment. It is well documented that the more options we offer the learner as teachers, the more efficient the learning outcomes. More specifically, in the traditional drafting and design curriculum, multimedia has been limited to the twodimensional world of paper and pencil. The growth of computer aided design has broadened this focus; however, the emphasis still remains local. Figure 1. Goals for the Document Design & Management Area of Concentration Document Design & Management is designed to provide an overview and technical preparation in the communications industry. Through the completion of this area of concentration, students will: 0 Learn about the multi-faceted world of communication which includes written, verbal, & graphic media 0 Acquire related to the design, development, management, production, & control of technical documents 0 Understand the dynamic nature of the international interfaces between CADD, Graphic Arts, Printing and Publishing endeavors 0 Recognize a variety of contemporary ethical issues associated with technological advancements in electronic image processing and electronic technical publications 0 Learn to think and respond critically and creatively to solve twoand threedimensional design problems 0 Use and apply innovative technologies such as solid modeling, wire framing, and multimedia to solve design problems 0 Contribute to and advance in positions of responsibility in this industry There is a critical need to explore new opportunities for students to expand beyond the walls of the classroom and draw and publish in new, diverse, electronic formats including the World Wide Web and CD-ROM. The Division of Technology at San Jose State University BEST COPY AVAILABLE 2 responded to this need for a more diversified and innovative curriculum by moving to the forefront of technological changes. A BS in industrial technology with a concentration in document design and management (DDM) was developed to prepare students for the years 2000 and beyond. The curriculum was designed to prepare students in the global communications industries of Silicon Valley with knowledge, skills, and practical experiences in design, graphics, and visual media, and more specifically, expertise in the multi-faceted world of communications. The focus of DDM is on electronic communications in its broadest form. Electronic Portfolios as an Assessment Tool. According to Crouch and Fontaine (1994, p. 306), the term portfolio is defined as a selection of assignments that a student has consciously assembled from a number of pieces produced over a semester or some other period of time. Lankes (1995) notes six varieties of portfolios as they are used currently in education. She describes these six types as: developmental portfolios that document improvement in a particular subject area, planning portfolios that allow teachers to determine the abilities of an incoming class, proficiency portfolios which can determine graduation eligibility, showcase portfolios which can be used as a resume to collect samples of work across an educational career, employment skills portfolios that collect information and assignments related to work readiness, and college portfolios which can be used as adjuncts to standard admission procedures and information. In the elementary grades, portfolios have been found to be effective in helping the teachers make instructional decisions in the classroom (Dewitz, Carr, Palm, & Spencer, 1992). A review of research in the use of portfolios in mathematics learning showed that they enhanced students' mathematics learning and communication about student progress among teachers, students, and parents (Cicmanec & Viechnicki, 1994). However, in the Vermont statewide performance assessment of portfolios, this positive impact on instruction contrasted with empirical findings about the quality and reliability of performance data the program gave (Koretz, Stecher, Klein, & McCaffrey, 1994). In the university setting, portfolios are being suggested and used as a method for assessment in teacher education because they allow both the potential teacher and the educational professor to address issues in greater depth (Richlin & Manning, 1996). In addition, they have been used in other areas including writing, education,-and business communication (see Bacon & Bloom, 1995; Reilly et al., 1993). This paper discusses a technological enhancement of traditional portfolios, electronic CD-ROM portfolios. There have been few studies that have considered the use of multimedia portfolios as an assessment tool. Gamon and Robinson (1996) discussed the use of electronic portfolios as a measure of the professionality of student teacher candidates at Eastern Washington University. Teacher candidates leave the university with a electronic CD-ROM, which contains a comprehensive outline of their accomplishments, teaching experiences, and evaluations. The authors do not assess the effectiveness of this tool; rather, they focus on its use by administrators and teachers. Black (1995) described the use of electronic portfolios to measure student progress in gaining technology and technological literacy in secondary teacher education. The portfolios were composed of all technology-based products developed" @default.
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• W224723246 title "The Use of Portfolios in Professional Education: A Multimedia Model of Instructional Methodology." @default.
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