MakerEd’s Portfolio Challenge
Aiding the Open Portfolio Movement
For one of my classes, we tackled a design challenge given to us by clients in the Maker community. We were to be evaluated by MakerEd’s Stephanie Chang and Indiana University’s Kylie Pepper. They are both veterans in the Maker Community.
The challenge MakerEd puts forward is to create a demo experience of what an open portfolio system could be, for the learner/creator in and outside of the traditional school setting. A digital portfolio implies a portable, modular form that can be shared — for example, on a scholarship application, for an internship, summer job or online resume. The target age the platform serves is youth between 13–18 years of age.
System Design Requirements
An open portfolio prototype that:
- Enables a learner to contribute and connect his/her portfolio while on the go, as well as within a classroom setting
- Engages a learner to continue contributing learning artifacts over a long period of time and across settings
- Enables a learner to collect and archive artifacts as well as curate ones to showcase more publicly
- Provides a clear way for evaluators/reviewers to assess the portfolio progress
- Encourages a learner to continue pursuing his/her educational passions
For class we were to tackle this challenge amonst of group of students.
- Pei Lin
- Lucy Chen
- Aliya Blackwood
In our first versions, we realized that our map show how stakeholders affected the portfolio. Since our design was student centered, our map was more about the student and the portfolio was kind of stuck into the side of it. Additionally, we represented interactions by arrows but we wanted to work on more of the details of those interactions.
Final Ecosystem Map
This graph shows the relationships between the students, portfolio and stakeholders through the interactions in the ecosystems of the student over three stages of life: K12 education, higher education and professional life. Circle #3 represents the microsystem of stakeholders who directly interact with the students. Circle #4 represents the macro-sys- tem where laws, community ideals, and researchers together the microsystem of the stu- dent. The stakeholders are divided into categories based on their interactions with the students and their portfolio. Together, the stakeholders in sense what the student is able to accomplish and how the student uses their portfolio.