May 20, 2025 • 30 mins
Christina Stollner, MA, and Romy Hösl, MA, work at Ostbayerische Technische Hochschule Amberg-Weiden (OTH Amberg-Weiden) in Bavaria in Germany. There they are members of the 'Dreiklang' project, which aims to make it easier for lecturers and students to work with portfolios by offering a triad of support: theory, communication, and examples for the direct application of portfolios in various contexts in higher education.
The resources they have already created and that they will continue to create until the end of their project, are all available under the Creative Commons license BY 4.0.
Projekt Dreiklang is funded by Stiftung Innovation in der Hochschullehre and contributes to the improvements in using portfolios in Germany in higher education.
Connect with
Resources
- Projekt Dreiklang
- OTH's Master's programme in Educational Technology
- Sign-up for free access to the starter kit (some information is in English)
- Reflection bot Riff
- Recordings of the AAEEBL AI webinar series, including recording 'Supporting reflection through an AI powered reflection bot'
- AISOP project
Related episodes
- Dr Leticia Britos Cavagnaro: Make learning visible
- Prof Dr Paul Libbrecht and Prof Dr Wolfgang Müller: Support your portfolio learning with AI
Subscribe to the monthly newsletter about Mahara and portfolios.
Production information
Production: Catalyst IT
Host: Kristina Hoeppner
Artwork: Evonne Cheung
Music: The Mahara tune by Josh Woodward
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Kristina Hoeppner (00:05):
Welcome to 'Create. Share. Engage.' This is
the podcast about portfolios forlearning and more for educators,
learning designers, and managerskeen on integrating portfolios
with their education andprofessional development
practices. 'Create. Share.
Engage.' is brought to you bythe Mahara team at Catalyst IT.
(00:26):
My name is Kristina Hoeppner.
Today I'm speaking withChristina Stollner and Romy Hösl
from Ostbayerische TechnischeHochschule Amberg-Weiden, short:
OTH, which is the TechnicalUniversity of Applied Sciences
in Amberg-Weiden in Bavaria inGermany. They are members of the
(00:48):
Projekt Dreiklang at theirinstitution. This project is
funded by the StiftungInnovation in der
Hochschullehre, the FoundationInnovation in Higher Education
until the end of 2025.
I'm happy to be able to talkwith both Romy and Christina
because I learned more abouttheir project when I visited
(01:10):
Germany, and they were talkingabout their case studies and all
the things that they are doing.
So I'm very happy to have bothof them here today. Thank you so
much for making time.
Christina Stollner (01:22):
Thank you, Kristina
Kristina Hoeppner (01:23):
I first met Romy online, and it's really
funny because you meet a Saxonperson everywhere, and so we
connected on social media and sofor a few years, we've been in
touch, and it's always good tolearn more what Romy is doing
and also her team in regards toportfolios. So let's start with
you then, Romy. Can you pleasetell us a little bit about
(01:46):
yourself? What do you do?
Romy Hösl (01:48):
As you already mentioned, we are from the OTH
Amberg-Weiden, and there I leadthe Competence Centre for
Digital Learning. I'm part ofthat so called Dreiklang
project. Dreiklang is more orless a project where we create
material to make the start withePortfolios easier. Additional
to this, I'm a lecturer in themaster programme at our
university, in the masterprogramme 'Education and
(02:08):
Technology'. There, I teach thecourses 'Online course
development' and 'AI ineducation'. In both courses, I
use ePortfolios. Personally, Ilive in Weiden. That's one and a
half hour away from Nürnberg andalso one and a half hour away
from Prague to have inside wherewe come from and where we are
sitting today.
Kristina Hoeppner (02:29):
Thank you so much for also putting you
geographically in the world tomake it easier for people to
know where you're at becauseAmberg-Weiden is probably not
two towns that too many of ushave heard about before.
Romy Hösl (02:42):
I wouldn't imagine [laughs].
Kristina Hoeppner (02:44):
So you do quite a lot of things, Romy, at
your university. You are inresearch, you're the Director of
the Competency Centre, and thenalso an instructor. How do you
juggle all of that?
Romy Hösl (02:55):
I think all of the things are really integrated in
each other. They make sensetogether. On the one hand, to be
a lecturer makes it easier forme to talk to our other
lecturers who work only aslecturers, to understand them
and to explain that it's reallyuseful, for instance, to use
ePortfolios. When we put alltogether, it makes sense, and so
I can handle it.
Kristina Hoeppner (03:17):
So it's a holistic view that you can then
take.
Romy Hösl (03:20):
Yeah.
Kristina Hoeppner (03:21):
Nice.
Christina, now over to you. Tellus a little bit about yourself.
How did you get to OTH?
Christina Stollner (03:29):
Since 2021 I'm here at the OTH
Amberg-Weiden. I do the projectmanagement for various projects,
and one of the projects is theProject Dreiklang. I'm here in
Amberg.
Kristina Hoeppner (03:42):
How far are Amberg and Weiden apart from
each other?
Christina Stollner (03:45):
It's about 40 kilometres.
Kristina Hoeppner (03:48):
That's a fair amount. So hopefully your
instructors and learningdesigners and students don't
have to travel between bothcampuses every single day.
Romy Hösl (03:56):
No, no, they are really divided. In Weiden, we
have to Weiden Business Schooland the business things, more or
less. And in Amberg, they aremuch more technical. Data
science is located there, forinstance, and media and such
things. So they are reallyseparated.
Kristina Hoeppner (04:11):
Okay. Romy, how were you introduced to
portfolios?
Romy Hösl (04:16):
I think we started in 2019 or 2020, and that's because
I read an article about trendsin the digitalisation of
learning and higher education.
There ePortfolios werementioned, and I thought, that
sounds good, I want to try it.
But it wasn't so easy to startto get a system and so on. Then
(04:37):
I found Mahara. Then I foundProfessor Altieri here at our
university, and I discussed withhim that I want to try it that
we should make it happen. And hesaid, yes, he also wants to try
it. We started, I think, in2020.
Kristina Hoeppner (04:52):
Christina, did you get started with
portfolios when you joined theproject team?
Christina Stollner (04:57):
No, it was a long time before. It wasn't
called portfolios. It was calledin German, Kladde, and it was in
my course in bachelor's degreeprogramme Materials Engineering.
My professor told us it is alsoa possibility to do the
internship report in a betterstyle. So there we have the
chance to build a portfolio ofknowledge about the materials
(05:20):
and the technologies used in thematerial engineering. And it's
not only a series of numbers,data and facts, but more than
that. So it was a few years agobefore the project, and then, of
course, more intensively withthe start of the project
Dreiklang.
Kristina Hoeppner (05:36):
Wonderful.
That's good to hear that it wasin material sciences, yet
another study programme to addto our list of where portfolios
have been used. Christina, doyou then remember what type of
portfolio you were keeping? Wasit more portfolio for yourself
or more for those internshipsprimarily? Or did you also use
it for showcase purposes?
Christina Stollner (05:58):
Yeah, it was more for the internship really.
Kristina Hoeppner (06:01):
Cool. Both of you have been working with
portfolios for quite a while.
Why are you advocating for thepractice? Why do you want your
students and instructors to knowabout it? Romy, do you want to
make a start?
Romy Hösl (06:15):
Portfolios make learning more or less visible.
That's why I like them. They arenot just final results, like in
a normal exam at the end of thecourse, I really can see the
learning process. That's why Ilike it. And I can change the
way of teaching when I see,okay, maybe they don't
understand what I try to explainthem or something like that. So
(06:36):
I really have a feedback duringthe course.
EPortfolios can combinesomething like reflection,
reflective writing, and alsoactive knowledge creation. When
you use ePortfolios, they canuse different media and so on.
There are a lot of differentways how I can use ePortfolios
in my lessons. So I also likethe flexibility.
Kristina Hoeppner (06:58):
What type of ePortfolio do you use primarily
with your students, Romy?
Romy Hösl (07:03):
I use a mix. It's always hard for me, or I think
it's hard to say it's areflection portfolio, it's a
competence portfolio. It's acombination. I combine
reflection portfolios, orportfolios where they can
reflect what they learn when I'mexplaining something, I also use
them for little showcases, Igive them tasks, and they have
to create the ePortfolio aboutthe task or about the topic.
(07:26):
But in the last two years, Icall it project portfolios, more
or less, because I have a lot ofpractical stuff they have to do.
They always have a project theyare working on in my course, and
then they use the ePortfolio toshow their progress during the
project, to reflect on theproject if they want to do it in
another way the next time, andso on. And also, they have a map
(07:49):
about all their meetings andwhat they discuss that they
really use it as a project bookwith parts of reflection at the
end.
Kristina Hoeppner (07:58):
That is awesome to hear that you're
using so many different ways ofengaging your students with the
portfolio. You mentioned earlierthat you are also teaching a
course on artificialintelligence, and you're having
your students do portfolios. Canyou give us a little glimpse
inside that area? Do yourstudents use AI in their
(08:19):
portfolios themselves forreflective purposes or how do
you combine the two?
Romy Hösl (08:25):
It's also a project documentation in that case.
They're allowed to use AI tofill their portfolio, of course.
The main task in the course isthat they have to create a
learning media with AI, and thenthey have to use the ePortfolio
to reflect what they would do ifthey don't use AI, what they
would do in another way whenthey can use extra things, not
(08:49):
only AI, and then they reflecton their created media in the
portfolio. There they can alsouse AI to create the text and
create pictures, but the mainthing is the media, and then
they should reflect around itwith the portfolio. The good
thing is that they really canintegrate their video or their
(09:09):
podcast in the ePortfolio, andthen they can really reflect on
their product.
Kristina Hoeppner (09:15):
Do your students also use AI for their
reflections?
Romy Hösl (09:18):
They can use a chatbot, especially in that
course because the topic is AI.
A colleague, Mike Altieri, Ialready mentioned him, he is
using Riff in his course, alsosupported by the project
Dreiklang, where they use reallyAI Riff chatbot to fill in their
reflection part in theportfolio.
Kristina Hoeppner (09:39):
That's awesome to hear. So I should at
some point also talk with Mikethen because we've been talking
about Riff a fair bit in somewebinars because it is quite
different to other largelanguage model chatbots since it
doesn't give you any answers, itasks you questions, and
therefore takes you deeper intothe reflection. Christina, do
(10:01):
you have anything to add on whyare you advocating for the use
of portfolios?
Christina Stollner (10:06):
I wanted to add to the Riff bot. We also
have, in Mike Altieri's courses,the possibility that the
students have questions toreflect their own work. And on
the other hand, the Riff bot.
The Riff bot is a little biteasier to get in touch with
reflection because it is not theusual way that students can
reflect their own learnings, andRiff makes it a little bit
(10:27):
easier to get started with thisuncomfortable way of reflecting,
and that is the better way forthe first time.
EPortfolios are a very good way,not only to reflect one time
because the process is a littlebit longer, usually, to reflect
your work most of the time, fewsemesters long, and you have the
(10:48):
chance to add your thoughtsabout the knowledge you've
learned in the ePortfoliosemester to semester. So I think
that is also a very goodpossibility for your learning
portfolio.
Romy Hösl (10:59):
That's a good point because from my point of view,
they really have to learn how toreflect. They don't have the
skill when they come to us. Theyreally have a process. And at
start of their master studies,they always, 'Oh, I have to
reflect all that. I have betterthings to do.' And at the end of
their study time, they say,'Okay, I really learned
something, and it really wasuseful.' It's really a process
(11:22):
they are going through duringtheir study time.
Kristina Hoeppner (11:25):
Christina, what have you found makes it
easier for the students to getstarted with reflection when
they use Riff, so when it is thechatbot asking you questions?
Christina Stollner (11:36):
Because they first can start what they've
learned, and afterwards, Riffasks you questions about what
you wrote down. Riff goes deeperin the work, and it helps you
question these things. Youneedn't decide as a student, do
I want to go here deeper orthere deeper? Riff will question
you what you've learned. Thenthere's the possibility to
(11:59):
question in different ways. It'snot only one way thinking how we
maybe usually want to in anormal way. It's also thinking
in various ways and directions.
Kristina Hoeppner (12:09):
I find it really nice because it has a
reflection model built in (12:11):
What?
So what? Now what? And then italso personalises the questions
for you so that it is easy forthe students to just get started
with the summary, which is theeasy bit, and then being taken
further into the reflection,into the activity, based on what
they had said before, so reallytaking their context into
consideration. Do you also havea case study for that use
(12:34):
already that we could link to inthe episode?
Christina Stollner (12:40):
Yeah, we have use cases, and of course,
on the one hand, the course'Multimediadidaktik' of Mike
Altieri, and that is one whichis also in the starter kit. So
there are examples for that.
Kristina Hoeppner (12:52):
Awesome.
You've already mentioned starterkit. So it is time for us to
talk about your projectDreiklang. We were kind of
wondering earlier on what thebest way would be to translate
it into English, and the besttranslation was to use 'triad'
because it is Dreiklang, threefor 'drei' and 'Klang' as kind
of tones so that we have threeparts work in unison or can be
(13:17):
heard together. Christina, canyou please share your project
goals with us? Romy had alreadymentioned them very briefly in
the beginning, but let's dig alittle deeper there.
Christina Stollner (13:31):
Dreiklang is a joint project founded by the
Stiftung Innovation in derHochschullehre, and it's between
our university, OTHAmberg-Weiden, and the
University Arnsbach. The namecame from because we want to
make the potential ofePortfolios more usable for the
lecturers and the studentswithin a triad of theory,
(13:52):
communication, and concreteapplication.
So we have, on the one hand, thetheory part, the documentation,
what we found out, what chanceswe see in ePortfolios, what are
the stones in the way to getthrough to use ePortfolios. Then
get that all together, find theright communication for our
target group. So we have, on theone hand lecturers, we have on
(14:14):
the other hand the students toshow them what ePortfolios could
build, what you can create withthem, and then have this
concrete application ofePortfolio in your studies, in
your didactics, with the help ofour starter kit. There are a lot
of learning materials in it thatwill help for the first step to
build ePortfolios in yourstudies.
Kristina Hoeppner (14:36):
You already mentioned that it is a project
funded by the StiftungInnovation in der
Hochschullehre, and it startedin August 2021, and you still
have a few months to go untilthe end of 2025. Looking at your
project website, there are quitea few project members included,
(14:56):
which is fantastic to see and isalso reflected in the number of
resources that you have createdand also the publications that
you have done. Who had the ideato apply for this project? Was
that Mike Altieri?
Romy Hösl (15:12):
It was Mike who had the idea. We started to work
with ePortfolios, and at thesame time, the Stiftung
Innovation in der Hochschullehrehad a call for projects, and
then it was a good combination.
We had a chance to getpersonnel, to have time to work
on it.
Kristina Hoeppner (15:26):
How do you think you're going with reaching
your goals?
Romy Hösl (15:30):
We still have to finalise some things. We are
really good, I think, with whatis the starter kit. The Starter
kit is more or less a kit whichmakes the adoption for other
universities, for otherteachers, easier to start with
portfolios.
Kristina Hoeppner (15:45):
What is included in the starter kit?
Because it sounds small, butit's actually massive of what
you have put together.
Romy Hösl (15:51):
Yeah, it's really big. There are really a lot of
self learning modules. How tostart from a student
perspective, how to start froman educator perspective, how to
start from administrativeperspective. There are a lot of
templates for portfolios forreflection, for portfolios for
project cases, some guides, andworkshop material and a lot of
(16:13):
hands on materials. That wasvery important, that really you
can start to use ePortfolios.
My favourite part, to be honest,is the use case part because we
are collected a lot of use casesfrom colleagues and also our own
use cases to really make visiblehow ePortfolios can be used in
different learning scenarios. Weare still collecting, and
(16:35):
hopefully we are collecting alsoafter the project ends.
Everybody can just write as amail. It's a Moodle course at
the end with a lot of materialsin it with a Creative Commons
license, so everybody can use itfor their own lessons, for their
own introduction. That's ourmain goal at the end of the
project, and there we havecollected a lot of things.
(16:58):
One goal we still have, andwe're still working on is the
connection between the peoplewho are using ePortfolios in
Germany, maybe also worldwide.
We have created an online mapwhere everybody can check in and
say, 'I'm using ePortfolios,'and looking for other people who
are using ePortfolios so that wekeep the community alive and let
the community grow.
Kristina Hoeppner (17:22):
One part of that was last November that
we've met at Hochschule Münchenand had a wonderful gathering
where you also presented on yourproject, and we also heard a
number of stories from otherinstitutions. I find these
exchanges really, reallywonderful and very fruitful
because that's when we get tosee what others are doing, what
(17:44):
we might want to do ourselves,and with whom to connect.
What I'm also hearing from whatyou said, Romy, in regards to
the resources that you create,it's very practically oriented
so that people can get startedimmediately. You have a whole
bunch of checklists forinstructors, for students, for
(18:05):
the administrators, themanagement of a study programme
so that they can ask the rightquestions to get started and
also make the portfolio projecta successful one. On the other
hand, you are also doingresearch, which is exemplified
by the number of articles thathave been published as part of
your overall Projekt Dreiklang.
(18:26):
What sort of feedback have youreceived from your educators and
your students in regards to theresources that you've been
creating? Romy, you mentionedthat you really like the case
studies and also the samples.
Have they been taken onfavourably by your community at
OTH?
Romy Hösl (18:49):
We created a lot of use cases out of our lecturers
at the OTH. They like it, Ithink, because their use cases
are in there [laughs]. Forinstance, we had a workshop, I
think, last year with alsoparticipants from other
universities. There we showedour use cases and asked them to
think about their own use cases,and they really liked the
(19:10):
approach and gave the feedbackthat you really liked the hands
on practical way that theyreally see how they can use it
for their learning scenarios andthat it's not so theoretical,
but theoretical founded. We arestill collecting. We are in
contact with other universities.
For instance, last week, theUniversity of Hof sent one of
their use cases to us becausethey have a good use case where
(19:32):
they also combine the internshipwith the theoretical part.
Christina Stollner (19:38):
What we also see the last years that more
than the work inside theuniversity, the ePortfolios were
strongly centred around thedidactic centres of each
university.
We also started to add materialsfrom other universities to
really have a good collection.
Kristina Hoeppner (19:57):
You've been publishing a number of case
studies, and you've justmentioned that you're now also
collecting more case studiesfrom other institutions that are
working with portfolios so thatyou can give a really wide range
of how portfolios can be usedwith students and also staff.
Have you noticed any trends ofhow portfolio work is done in
(20:19):
Germany right now?
Romy Hösl (20:21):
AI is important topic, we have to deal with. And
so I think reflection isbecoming more important because
when you use AI you need toreflect more, I think, to
reflect on the results the AIgives you and so on. Portfolios
are really important asassessment tool in times of AI
and education to really be partof the learning process and
(20:42):
reflect on the learning process.
That's one trend I see thatePortfolios become more and more
an assessment tool to reallyhave a constructive alignment
access to education and not havethe big bang at the end, really
have the learning process thereto support the personal learning
process. But I also have seen inthe last year to actively
(21:03):
integrate more video contentinto ePortfolios.
Kristina Hoeppner (21:10):
Video content by the students or by the
instructor?
Romy Hösl (21:13):
By the students to go with the influencer style so
that they have videos as part ofthe reflection that the people
just talk about what they havelearned. I really like it.
Kristina Hoeppner (21:23):
Christina, have you noticed anything over
time?
Christina Stollner (21:26):
On the one hand, the lecturers are
searching for templates,materials, which they can
personalise afterwards. A lot oflecturers came to us, 'Do you
have any templates or examplesthat I can have for my lesson?'
On the other hand, like Romysaid, KI (AI) is very important.
But also lecturers are searchingfor ways that they can use
(21:49):
ePortfolios and do their examsand afterwards, prove (grade)
the ePortfolios in a very fastway. It is more important to do
ePortfolio work faster that theydon't need so much time to
create an ePortfolio to knowwhat learning goals they want to
have in their course, which isusing ePortfolios as an
(22:09):
examination tool. And thenafterwards, that lecturer has
not to spend too much time onthe ePortfolios.
Kristina Hoeppner (22:16):
One of the projects that is looking into
that how to support lecturesgiving feedback on portfolios is
the one that also OTH wasinvolved in, together with PH
Weingarten, the AISOP projectwhere it was looked at for the
feedback and how that can begiven on portfolios and also
used to aggregate what studentshad written across a particular
(22:39):
seminar and then give theinstructors some guidance on
hand of what they wanted to donext.
Christina Stollner (22:47):
In our web-based trainings, we also
have examples for examination sothat lecturers and didactic
people can see how we are doingour examinations at OTH
Amberg-Weiden. There are morethan two examples for that. So
one, in a way that's not so timeintensive and another, what is
(23:07):
stronger because there's also agrade behind it that the
students will get after theywork with the ePortfolios.
Kristina Hoeppner (23:14):
Yeah. Romy, you mentioned that you like that
portfolios now have more videocontent, influencer style like.
Is there anything missing foryou in portfolio practice that
you'd like to see more of in thefuture?
Romy Hösl (23:30):
I like collaborative approaches, so where really
people work together and developmaterial together. I think that
fostering co-creation and sharedreflection would be a good way.
One part I'm missing is theinstitutional support. We have
often a lack of that in ouruniversities. More personnel,
(23:50):
more people for administrative,structural, and technical
assistance at the end for theeducators would be nice.
Kristina Hoeppner (23:57):
Christina, does anything come to mind for
you?
Christina Stollner (24:00):
It's of course, the support to the
lecturers about the ePortfoliowork. On the one hand, the
technical support. We use Maharaat our universities. And behind
that the system can work, thenneed to be a good IT. You need
them to build such a portfoliowork at the university. On the
other hand, one inspiring momentwe had about a year ago, a
(24:22):
student of us created her owntemplate. She saw how we show
her how she could do it in hercourse, and then afterwards, she
decided which way is the bestfor her to learn all the stuff
in the course, and thenimplemented her own template.
That was very inspiring becauseit was the first time for us to
(24:43):
see that students think abouttheir own learning process and
then create such a greattemplate for the whole semester.
Kristina Hoeppner (24:50):
It's wonderful to see that the
students do take it then furtherfrom what they have learned from
you, in regards to reflect, inregards to working together,
feedback, and so on, and howthey can make better use of the
portfolio then also forthemselves.
We are nearing the end,therefore our quick answer round
with three questions for each ofyou. Christina, let's start with
(25:12):
you, please. Which words orshort phrases do you use to
describe portfolio work?
Christina Stollner (25:19):
For me, it's creating a canvas for your own
thoughts, reflection, and theknowledge that you acquired in
the lessons in a verysustainable way.
Kristina Hoeppner (25:29):
Thank you.
Romy, what is it for you?
Romy Hösl (25:32):
To learn how to reflect, the reflection part,
then to learn how to learn, thegrowth part, more or less, and
then at the end, co-creation is,for me, an important topic when
we talk about ePortfolios.
Kristina Hoeppner (25:45):
Romy, let's continue with you. What tip do
you have for learning designersor instructors who create
portfolio activities?
Romy Hösl (25:54):
Start simple, maybe with only one part or one
activity to reflect or so on.
Integrate really regularreflection in your courses and
really integrate the ePortfoliowork. Make it visible and
encourage collaboration.
Kristina Hoeppner (26:11):
For the integration of regular
reflection time, do you have atip for that? Is it kind of on a
weekly basis, monthly basis,what has been working for you?
Romy Hösl (26:23):
It depends on the structure. But I would say not
every week, maybe two weeks, orsomething like that. It really
depends how you make yourlesson. Make it visible. Share
it in the lecture. Make itvisible for all. Reflection is
important, and that you reallyhave a look into it, and that
you really, as a lecturer, alsowant to see the reflection.
Kristina Hoeppner (26:45):
That's then also where your co-creation
comes in, where you share whatyou have done, reflected on, and
then discuss it in groups.
Christina, what is your tip forlearning designers and
educators?
Christina Stollner (26:57):
Have a look at our starter kit [Christina
and Kristina laugh].
Kristina Hoeppner (27:00):
Yes. Very importantly [laughs].
Christina Stollner (27:03):
There are a lot of templates, learning
materials, use cases forinspiration, so have a look at
it [laughs].
Kristina Hoeppner (27:10):
Yeah, and for those of you who do not speak
German, your browser typicallygives you the option to
translate the text on the pagedirectly. So you will still get
a good idea of what the contentis and what's in the templates.
Now, Christina, for your lastquestion, what advice do you
(27:30):
have for portfolio authors?
Christina Stollner (27:33):
Don't think too long to start. Just do your
first entry. And then when youthink about what is important
for you and wrote it down afterthat process, look at it and
think about the structure. Doyou find everything what you
wanted to be written down there?
Will you find it a few yearslater also? So if you're on a
bachelor degree course, then itis good to make the notes that
(27:55):
way that you will find it in afew semesters later as well
because when you do the bachelorthesis or later the master
thesis, it would be good to haveit written down in a very good,
understandable way. If you foundout it is necessary, then
rebuild it, maybe do a templatefor more courses and then add
further material. That will helpyou to understand what you've
(28:16):
learned and to answer questionsthat came up while reflecting
the process. Like Romy said,videos, graphics, PDFs, and so
on.
Kristina Hoeppner (28:26):
Thank you.
And now Romy, what is youradvice for portfolio authors?
Romy Hösl (28:31):
At the beginning, I really had a discussion with the
students. They want to havetemplates because they want to
have a formula. And I discussedwith them maybe one has more
knowledge because he's alreadyworking for years in his job,
and another one got his bachelorlast week, and now he's starting
his master's thesis. So youreally have a different way of
learning. So really create yourown templates because everyone
(28:53):
has their own way of learning.
And my tip for educators andalso for students is to discuss
this way of learning and findthe right way to bring it into
an ePortfolio.
Kristina Hoeppner (29:03):
Fantastic.
And I think what I do want tostress here is that both of you
said that the students could andalso should create their own
templates because so far, we'vetypically only talked about
educators or learning designerscreating templates for the
students. But what you're sayingis that students can do the same
as well to structure theirlearning once they've realised,
yes, this is what works for me,to stay on top of reflection.
Romy Hösl (29:28):
Yep.
Kristina Hoeppner (29:29):
Thank you so much, Christina and Romy for
taking me a little bit into yourproject, Projekt Dreiklang, that
has created a wealth ofresources for the entire
community, where we can read upso many case studies, learn how
you're using portfolios, seepractical examples, but then
also be taken into the theory. Iwish you all the best for the
(29:52):
remaining few months of yourproject and look forward to
hearing more about it.
Romy Hösl (29:58):
Thanks.
Christina Stollner (29:59):
Thank you, Kristina.
Kristina Hoeppner (30:01):
Now over to our listeners, what do you want
to try in your own portfoliopractice? This was 'Create.
Share. Engage.' with Romy Hösland Christina Stollner. Head to
our website podcast.mahara.orgwhere you can find resources and
the transcript for this episode.
This podcast is produced byCatalyst IT, and I'm your host,
(30:25):
Kristina Hoeppner, Project Leadand Product Manager of the
portfolio platform Mahara. Ournext episode will air in two
weeks. I hope you will listenagain and tell a colleague about
our podcast so they cansubscribe. Until then, create,
share, and engage.
Welcome to 'Create. Share. Engage.' This is
the podcast about portfolios forlearning and more for educators,
learning designers, and managerskeen on integrating portfolios
with their education andprofessional development
practices. 'Create. Share.
Engage.' is brought to you bythe Mahara team at Catalyst IT.
(00:26):
My name is Kristina Hoeppner.
Today I'm speaking withChristina Stollner and Romy Hösl
from Ostbayerische TechnischeHochschule Amberg-Weiden, short:
OTH, which is the TechnicalUniversity of Applied Sciences
in Amberg-Weiden in Bavaria inGermany. They are members of the
(00:48):
Projekt Dreiklang at theirinstitution. This project is
funded by the StiftungInnovation in der
Hochschullehre, the FoundationInnovation in Higher Education
until the end of 2025.
I'm happy to be able to talkwith both Romy and Christina
because I learned more abouttheir project when I visited
(01:10):
Germany, and they were talkingabout their case studies and all
the things that they are doing.
So I'm very happy to have bothof them here today. Thank you so
much for making time.
Christina Stollner (01:22):
Thank you, Kristina
Kristina Hoeppner (01:23):
I first met Romy online, and it's really
funny because you meet a Saxonperson everywhere, and so we
connected on social media and sofor a few years, we've been in
touch, and it's always good tolearn more what Romy is doing
and also her team in regards toportfolios. So let's start with
you then, Romy. Can you pleasetell us a little bit about
(01:46):
yourself? What do you do?
Romy Hösl (01:48):
As you already mentioned, we are from the OTH
Amberg-Weiden, and there I leadthe Competence Centre for
Digital Learning. I'm part ofthat so called Dreiklang
project. Dreiklang is more orless a project where we create
material to make the start withePortfolios easier. Additional
to this, I'm a lecturer in themaster programme at our
university, in the masterprogramme 'Education and
(02:08):
Technology'. There, I teach thecourses 'Online course
development' and 'AI ineducation'. In both courses, I
use ePortfolios. Personally, Ilive in Weiden. That's one and a
half hour away from Nürnberg andalso one and a half hour away
from Prague to have inside wherewe come from and where we are
sitting today.
Kristina Hoeppner (02:29):
Thank you so much for also putting you
geographically in the world tomake it easier for people to
know where you're at becauseAmberg-Weiden is probably not
two towns that too many of ushave heard about before.
Romy Hösl (02:42):
I wouldn't imagine [laughs].
Kristina Hoeppner (02:44):
So you do quite a lot of things, Romy, at
your university. You are inresearch, you're the Director of
the Competency Centre, and thenalso an instructor. How do you
juggle all of that?
Romy Hösl (02:55):
I think all of the things are really integrated in
each other. They make sensetogether. On the one hand, to be
a lecturer makes it easier forme to talk to our other
lecturers who work only aslecturers, to understand them
and to explain that it's reallyuseful, for instance, to use
ePortfolios. When we put alltogether, it makes sense, and so
I can handle it.
Kristina Hoeppner (03:17):
So it's a holistic view that you can then
take.
Romy Hösl (03:20):
Yeah.
Kristina Hoeppner (03:21):
Nice.
Christina, now over to you. Tellus a little bit about yourself.
How did you get to OTH?
Christina Stollner (03:29):
Since 2021 I'm here at the OTH
Amberg-Weiden. I do the projectmanagement for various projects,
and one of the projects is theProject Dreiklang. I'm here in
Amberg.
Kristina Hoeppner (03:42):
How far are Amberg and Weiden apart from
each other?
Christina Stollner (03:45):
It's about 40 kilometres.
Kristina Hoeppner (03:48):
That's a fair amount. So hopefully your
instructors and learningdesigners and students don't
have to travel between bothcampuses every single day.
Romy Hösl (03:56):
No, no, they are really divided. In Weiden, we
have to Weiden Business Schooland the business things, more or
less. And in Amberg, they aremuch more technical. Data
science is located there, forinstance, and media and such
things. So they are reallyseparated.
Kristina Hoeppner (04:11):
Okay. Romy, how were you introduced to
portfolios?
Romy Hösl (04:16):
I think we started in 2019 or 2020, and that's because
I read an article about trendsin the digitalisation of
learning and higher education.
There ePortfolios werementioned, and I thought, that
sounds good, I want to try it.
But it wasn't so easy to startto get a system and so on. Then
(04:37):
I found Mahara. Then I foundProfessor Altieri here at our
university, and I discussed withhim that I want to try it that
we should make it happen. And hesaid, yes, he also wants to try
it. We started, I think, in2020.
Kristina Hoeppner (04:52):
Christina, did you get started with
portfolios when you joined theproject team?
Christina Stollner (04:57):
No, it was a long time before. It wasn't
called portfolios. It was calledin German, Kladde, and it was in
my course in bachelor's degreeprogramme Materials Engineering.
My professor told us it is alsoa possibility to do the
internship report in a betterstyle. So there we have the
chance to build a portfolio ofknowledge about the materials
(05:20):
and the technologies used in thematerial engineering. And it's
not only a series of numbers,data and facts, but more than
that. So it was a few years agobefore the project, and then, of
course, more intensively withthe start of the project
Dreiklang.
Kristina Hoeppner (05:36):
Wonderful.
That's good to hear that it wasin material sciences, yet
another study programme to addto our list of where portfolios
have been used. Christina, doyou then remember what type of
portfolio you were keeping? Wasit more portfolio for yourself
or more for those internshipsprimarily? Or did you also use
it for showcase purposes?
Christina Stollner (05:58):
Yeah, it was more for the internship really.
Kristina Hoeppner (06:01):
Cool. Both of you have been working with
portfolios for quite a while.
Why are you advocating for thepractice? Why do you want your
students and instructors to knowabout it? Romy, do you want to
make a start?
Romy Hösl (06:15):
Portfolios make learning more or less visible.
That's why I like them. They arenot just final results, like in
a normal exam at the end of thecourse, I really can see the
learning process. That's why Ilike it. And I can change the
way of teaching when I see,okay, maybe they don't
understand what I try to explainthem or something like that. So
(06:36):
I really have a feedback duringthe course.
EPortfolios can combinesomething like reflection,
reflective writing, and alsoactive knowledge creation. When
you use ePortfolios, they canuse different media and so on.
There are a lot of differentways how I can use ePortfolios
in my lessons. So I also likethe flexibility.
Kristina Hoeppner (06:58):
What type of ePortfolio do you use primarily
with your students, Romy?
Romy Hösl (07:03):
I use a mix. It's always hard for me, or I think
it's hard to say it's areflection portfolio, it's a
competence portfolio. It's acombination. I combine
reflection portfolios, orportfolios where they can
reflect what they learn when I'mexplaining something, I also use
them for little showcases, Igive them tasks, and they have
to create the ePortfolio aboutthe task or about the topic.
(07:26):
But in the last two years, Icall it project portfolios, more
or less, because I have a lot ofpractical stuff they have to do.
They always have a project theyare working on in my course, and
then they use the ePortfolio toshow their progress during the
project, to reflect on theproject if they want to do it in
another way the next time, andso on. And also, they have a map
(07:49):
about all their meetings andwhat they discuss that they
really use it as a project bookwith parts of reflection at the
end.
Kristina Hoeppner (07:58):
That is awesome to hear that you're
using so many different ways ofengaging your students with the
portfolio. You mentioned earlierthat you are also teaching a
course on artificialintelligence, and you're having
your students do portfolios. Canyou give us a little glimpse
inside that area? Do yourstudents use AI in their
(08:19):
portfolios themselves forreflective purposes or how do
you combine the two?
Romy Hösl (08:25):
It's also a project documentation in that case.
They're allowed to use AI tofill their portfolio, of course.
The main task in the course isthat they have to create a
learning media with AI, and thenthey have to use the ePortfolio
to reflect what they would do ifthey don't use AI, what they
would do in another way whenthey can use extra things, not
(08:49):
only AI, and then they reflecton their created media in the
portfolio. There they can alsouse AI to create the text and
create pictures, but the mainthing is the media, and then
they should reflect around itwith the portfolio. The good
thing is that they really canintegrate their video or their
(09:09):
podcast in the ePortfolio, andthen they can really reflect on
their product.
Kristina Hoeppner (09:15):
Do your students also use AI for their
reflections?
Romy Hösl (09:18):
They can use a chatbot, especially in that
course because the topic is AI.
A colleague, Mike Altieri, Ialready mentioned him, he is
using Riff in his course, alsosupported by the project
Dreiklang, where they use reallyAI Riff chatbot to fill in their
reflection part in theportfolio.
Kristina Hoeppner (09:39):
That's awesome to hear. So I should at
some point also talk with Mikethen because we've been talking
about Riff a fair bit in somewebinars because it is quite
different to other largelanguage model chatbots since it
doesn't give you any answers, itasks you questions, and
therefore takes you deeper intothe reflection. Christina, do
(10:01):
you have anything to add on whyare you advocating for the use
of portfolios?
Christina Stollner (10:06):
I wanted to add to the Riff bot. We also
have, in Mike Altieri's courses,the possibility that the
students have questions toreflect their own work. And on
the other hand, the Riff bot.
The Riff bot is a little biteasier to get in touch with
reflection because it is not theusual way that students can
reflect their own learnings, andRiff makes it a little bit
(10:27):
easier to get started with thisuncomfortable way of reflecting,
and that is the better way forthe first time.
EPortfolios are a very good way,not only to reflect one time
because the process is a littlebit longer, usually, to reflect
your work most of the time, fewsemesters long, and you have the
(10:48):
chance to add your thoughtsabout the knowledge you've
learned in the ePortfoliosemester to semester. So I think
that is also a very goodpossibility for your learning
portfolio.
Romy Hösl (10:59):
That's a good point because from my point of view,
they really have to learn how toreflect. They don't have the
skill when they come to us. Theyreally have a process. And at
start of their master studies,they always, 'Oh, I have to
reflect all that. I have betterthings to do.' And at the end of
their study time, they say,'Okay, I really learned
something, and it really wasuseful.' It's really a process
(11:22):
they are going through duringtheir study time.
Kristina Hoeppner (11:25):
Christina, what have you found makes it
easier for the students to getstarted with reflection when
they use Riff, so when it is thechatbot asking you questions?
Christina Stollner (11:36):
Because they first can start what they've
learned, and afterwards, Riffasks you questions about what
you wrote down. Riff goes deeperin the work, and it helps you
question these things. Youneedn't decide as a student, do
I want to go here deeper orthere deeper? Riff will question
you what you've learned. Thenthere's the possibility to
(11:59):
question in different ways. It'snot only one way thinking how we
maybe usually want to in anormal way. It's also thinking
in various ways and directions.
Kristina Hoeppner (12:09):
I find it really nice because it has a
reflection model built in (12:11):
What?
So what? Now what? And then italso personalises the questions
for you so that it is easy forthe students to just get started
with the summary, which is theeasy bit, and then being taken
further into the reflection,into the activity, based on what
they had said before, so reallytaking their context into
consideration. Do you also havea case study for that use
(12:34):
already that we could link to inthe episode?
Christina Stollner (12:40):
Yeah, we have use cases, and of course,
on the one hand, the course'Multimediadidaktik' of Mike
Altieri, and that is one whichis also in the starter kit. So
there are examples for that.
Kristina Hoeppner (12:52):
Awesome.
You've already mentioned starterkit. So it is time for us to
talk about your projectDreiklang. We were kind of
wondering earlier on what thebest way would be to translate
it into English, and the besttranslation was to use 'triad'
because it is Dreiklang, threefor 'drei' and 'Klang' as kind
of tones so that we have threeparts work in unison or can be
(13:17):
heard together. Christina, canyou please share your project
goals with us? Romy had alreadymentioned them very briefly in
the beginning, but let's dig alittle deeper there.
Christina Stollner (13:31):
Dreiklang is a joint project founded by the
Stiftung Innovation in derHochschullehre, and it's between
our university, OTHAmberg-Weiden, and the
University Arnsbach. The namecame from because we want to
make the potential ofePortfolios more usable for the
lecturers and the studentswithin a triad of theory,
(13:52):
communication, and concreteapplication.
So we have, on the one hand, thetheory part, the documentation,
what we found out, what chanceswe see in ePortfolios, what are
the stones in the way to getthrough to use ePortfolios. Then
get that all together, find theright communication for our
target group. So we have, on theone hand lecturers, we have on
(14:14):
the other hand the students toshow them what ePortfolios could
build, what you can create withthem, and then have this
concrete application ofePortfolio in your studies, in
your didactics, with the help ofour starter kit. There are a lot
of learning materials in it thatwill help for the first step to
build ePortfolios in yourstudies.
Kristina Hoeppner (14:36):
You already mentioned that it is a project
funded by the StiftungInnovation in der
Hochschullehre, and it startedin August 2021, and you still
have a few months to go untilthe end of 2025. Looking at your
project website, there are quitea few project members included,
(14:56):
which is fantastic to see and isalso reflected in the number of
resources that you have createdand also the publications that
you have done. Who had the ideato apply for this project? Was
that Mike Altieri?
Romy Hösl (15:12):
It was Mike who had the idea. We started to work
with ePortfolios, and at thesame time, the Stiftung
Innovation in der Hochschullehrehad a call for projects, and
then it was a good combination.
We had a chance to getpersonnel, to have time to work
on it.
Kristina Hoeppner (15:26):
How do you think you're going with reaching
your goals?
Romy Hösl (15:30):
We still have to finalise some things. We are
really good, I think, with whatis the starter kit. The Starter
kit is more or less a kit whichmakes the adoption for other
universities, for otherteachers, easier to start with
portfolios.
Kristina Hoeppner (15:45):
What is included in the starter kit?
Because it sounds small, butit's actually massive of what
you have put together.
Romy Hösl (15:51):
Yeah, it's really big. There are really a lot of
self learning modules. How tostart from a student
perspective, how to start froman educator perspective, how to
start from administrativeperspective. There are a lot of
templates for portfolios forreflection, for portfolios for
project cases, some guides, andworkshop material and a lot of
(16:13):
hands on materials. That wasvery important, that really you
can start to use ePortfolios.
My favourite part, to be honest,is the use case part because we
are collected a lot of use casesfrom colleagues and also our own
use cases to really make visiblehow ePortfolios can be used in
different learning scenarios. Weare still collecting, and
(16:35):
hopefully we are collecting alsoafter the project ends.
Everybody can just write as amail. It's a Moodle course at
the end with a lot of materialsin it with a Creative Commons
license, so everybody can use itfor their own lessons, for their
own introduction. That's ourmain goal at the end of the
project, and there we havecollected a lot of things.
(16:58):
One goal we still have, andwe're still working on is the
connection between the peoplewho are using ePortfolios in
Germany, maybe also worldwide.
We have created an online mapwhere everybody can check in and
say, 'I'm using ePortfolios,'and looking for other people who
are using ePortfolios so that wekeep the community alive and let
the community grow.
Kristina Hoeppner (17:22):
One part of that was last November that
we've met at Hochschule Münchenand had a wonderful gathering
where you also presented on yourproject, and we also heard a
number of stories from otherinstitutions. I find these
exchanges really, reallywonderful and very fruitful
because that's when we get tosee what others are doing, what
(17:44):
we might want to do ourselves,and with whom to connect.
What I'm also hearing from whatyou said, Romy, in regards to
the resources that you create,it's very practically oriented
so that people can get startedimmediately. You have a whole
bunch of checklists forinstructors, for students, for
(18:05):
the administrators, themanagement of a study programme
so that they can ask the rightquestions to get started and
also make the portfolio projecta successful one. On the other
hand, you are also doingresearch, which is exemplified
by the number of articles thathave been published as part of
your overall Projekt Dreiklang.
(18:26):
What sort of feedback have youreceived from your educators and
your students in regards to theresources that you've been
creating? Romy, you mentionedthat you really like the case
studies and also the samples.
Have they been taken onfavourably by your community at
OTH?
Romy Hösl (18:49):
We created a lot of use cases out of our lecturers
at the OTH. They like it, Ithink, because their use cases
are in there [laughs]. Forinstance, we had a workshop, I
think, last year with alsoparticipants from other
universities. There we showedour use cases and asked them to
think about their own use cases,and they really liked the
(19:10):
approach and gave the feedbackthat you really liked the hands
on practical way that theyreally see how they can use it
for their learning scenarios andthat it's not so theoretical,
but theoretical founded. We arestill collecting. We are in
contact with other universities.
For instance, last week, theUniversity of Hof sent one of
their use cases to us becausethey have a good use case where
(19:32):
they also combine the internshipwith the theoretical part.
Christina Stollner (19:38):
What we also see the last years that more
than the work inside theuniversity, the ePortfolios were
strongly centred around thedidactic centres of each
university.
We also started to add materialsfrom other universities to
really have a good collection.
Kristina Hoeppner (19:57):
You've been publishing a number of case
studies, and you've justmentioned that you're now also
collecting more case studiesfrom other institutions that are
working with portfolios so thatyou can give a really wide range
of how portfolios can be usedwith students and also staff.
Have you noticed any trends ofhow portfolio work is done in
(20:19):
Germany right now?
Romy Hösl (20:21):
AI is important topic, we have to deal with. And
so I think reflection isbecoming more important because
when you use AI you need toreflect more, I think, to
reflect on the results the AIgives you and so on. Portfolios
are really important asassessment tool in times of AI
and education to really be partof the learning process and
(20:42):
reflect on the learning process.
That's one trend I see thatePortfolios become more and more
an assessment tool to reallyhave a constructive alignment
access to education and not havethe big bang at the end, really
have the learning process thereto support the personal learning
process. But I also have seen inthe last year to actively
(21:03):
integrate more video contentinto ePortfolios.
Kristina Hoeppner (21:10):
Video content by the students or by the
instructor?
Romy Hösl (21:13):
By the students to go with the influencer style so
that they have videos as part ofthe reflection that the people
just talk about what they havelearned. I really like it.
Kristina Hoeppner (21:23):
Christina, have you noticed anything over
time?
Christina Stollner (21:26):
On the one hand, the lecturers are
searching for templates,materials, which they can
personalise afterwards. A lot oflecturers came to us, 'Do you
have any templates or examplesthat I can have for my lesson?'
On the other hand, like Romysaid, KI (AI) is very important.
But also lecturers are searchingfor ways that they can use
(21:49):
ePortfolios and do their examsand afterwards, prove (grade)
the ePortfolios in a very fastway. It is more important to do
ePortfolio work faster that theydon't need so much time to
create an ePortfolio to knowwhat learning goals they want to
have in their course, which isusing ePortfolios as an
(22:09):
examination tool. And thenafterwards, that lecturer has
not to spend too much time onthe ePortfolios.
Kristina Hoeppner (22:16):
One of the projects that is looking into
that how to support lecturesgiving feedback on portfolios is
the one that also OTH wasinvolved in, together with PH
Weingarten, the AISOP projectwhere it was looked at for the
feedback and how that can begiven on portfolios and also
used to aggregate what studentshad written across a particular
(22:39):
seminar and then give theinstructors some guidance on
hand of what they wanted to donext.
Christina Stollner (22:47):
In our web-based trainings, we also
have examples for examination sothat lecturers and didactic
people can see how we are doingour examinations at OTH
Amberg-Weiden. There are morethan two examples for that. So
one, in a way that's not so timeintensive and another, what is
(23:07):
stronger because there's also agrade behind it that the
students will get after theywork with the ePortfolios.
Kristina Hoeppner (23:14):
Yeah. Romy, you mentioned that you like that
portfolios now have more videocontent, influencer style like.
Is there anything missing foryou in portfolio practice that
you'd like to see more of in thefuture?
Romy Hösl (23:30):
I like collaborative approaches, so where really
people work together and developmaterial together. I think that
fostering co-creation and sharedreflection would be a good way.
One part I'm missing is theinstitutional support. We have
often a lack of that in ouruniversities. More personnel,
(23:50):
more people for administrative,structural, and technical
assistance at the end for theeducators would be nice.
Kristina Hoeppner (23:57):
Christina, does anything come to mind for
you?
Christina Stollner (24:00):
It's of course, the support to the
lecturers about the ePortfoliowork. On the one hand, the
technical support. We use Maharaat our universities. And behind
that the system can work, thenneed to be a good IT. You need
them to build such a portfoliowork at the university. On the
other hand, one inspiring momentwe had about a year ago, a
(24:22):
student of us created her owntemplate. She saw how we show
her how she could do it in hercourse, and then afterwards, she
decided which way is the bestfor her to learn all the stuff
in the course, and thenimplemented her own template.
That was very inspiring becauseit was the first time for us to
(24:43):
see that students think abouttheir own learning process and
then create such a greattemplate for the whole semester.
Kristina Hoeppner (24:50):
It's wonderful to see that the
students do take it then furtherfrom what they have learned from
you, in regards to reflect, inregards to working together,
feedback, and so on, and howthey can make better use of the
portfolio then also forthemselves.
We are nearing the end,therefore our quick answer round
with three questions for each ofyou. Christina, let's start with
(25:12):
you, please. Which words orshort phrases do you use to
describe portfolio work?
Christina Stollner (25:19):
For me, it's creating a canvas for your own
thoughts, reflection, and theknowledge that you acquired in
the lessons in a verysustainable way.
Kristina Hoeppner (25:29):
Thank you.
Romy, what is it for you?
Romy Hösl (25:32):
To learn how to reflect, the reflection part,
then to learn how to learn, thegrowth part, more or less, and
then at the end, co-creation is,for me, an important topic when
we talk about ePortfolios.
Kristina Hoeppner (25:45):
Romy, let's continue with you. What tip do
you have for learning designersor instructors who create
portfolio activities?
Romy Hösl (25:54):
Start simple, maybe with only one part or one
activity to reflect or so on.
Integrate really regularreflection in your courses and
really integrate the ePortfoliowork. Make it visible and
encourage collaboration.
Kristina Hoeppner (26:11):
For the integration of regular
reflection time, do you have atip for that? Is it kind of on a
weekly basis, monthly basis,what has been working for you?
Romy Hösl (26:23):
It depends on the structure. But I would say not
every week, maybe two weeks, orsomething like that. It really
depends how you make yourlesson. Make it visible. Share
it in the lecture. Make itvisible for all. Reflection is
important, and that you reallyhave a look into it, and that
you really, as a lecturer, alsowant to see the reflection.
Kristina Hoeppner (26:45):
That's then also where your co-creation
comes in, where you share whatyou have done, reflected on, and
then discuss it in groups.
Christina, what is your tip forlearning designers and
educators?
Christina Stollner (26:57):
Have a look at our starter kit [Christina
and Kristina laugh].
Kristina Hoeppner (27:00):
Yes. Very importantly [laughs].
Christina Stollner (27:03):
There are a lot of templates, learning
materials, use cases forinspiration, so have a look at
it [laughs].
Kristina Hoeppner (27:10):
Yeah, and for those of you who do not speak
German, your browser typicallygives you the option to
translate the text on the pagedirectly. So you will still get
a good idea of what the contentis and what's in the templates.
Now, Christina, for your lastquestion, what advice do you
(27:30):
have for portfolio authors?
Christina Stollner (27:33):
Don't think too long to start. Just do your
first entry. And then when youthink about what is important
for you and wrote it down afterthat process, look at it and
think about the structure. Doyou find everything what you
wanted to be written down there?
Will you find it a few yearslater also? So if you're on a
bachelor degree course, then itis good to make the notes that
(27:55):
way that you will find it in afew semesters later as well
because when you do the bachelorthesis or later the master
thesis, it would be good to haveit written down in a very good,
understandable way. If you foundout it is necessary, then
rebuild it, maybe do a templatefor more courses and then add
further material. That will helpyou to understand what you've
(28:16):
learned and to answer questionsthat came up while reflecting
the process. Like Romy said,videos, graphics, PDFs, and so
on.
Kristina Hoeppner (28:26):
Thank you.
And now Romy, what is youradvice for portfolio authors?
Romy Hösl (28:31):
At the beginning, I really had a discussion with the
students. They want to havetemplates because they want to
have a formula. And I discussedwith them maybe one has more
knowledge because he's alreadyworking for years in his job,
and another one got his bachelorlast week, and now he's starting
his master's thesis. So youreally have a different way of
learning. So really create yourown templates because everyone
(28:53):
has their own way of learning.
And my tip for educators andalso for students is to discuss
this way of learning and findthe right way to bring it into
an ePortfolio.
Kristina Hoeppner (29:03):
Fantastic.
And I think what I do want tostress here is that both of you
said that the students could andalso should create their own
templates because so far, we'vetypically only talked about
educators or learning designerscreating templates for the
students. But what you're sayingis that students can do the same
as well to structure theirlearning once they've realised,
yes, this is what works for me,to stay on top of reflection.
Romy Hösl (29:28):
Yep.
Kristina Hoeppner (29:29):
Thank you so much, Christina and Romy for
taking me a little bit into yourproject, Projekt Dreiklang, that
has created a wealth ofresources for the entire
community, where we can read upso many case studies, learn how
you're using portfolios, seepractical examples, but then
also be taken into the theory. Iwish you all the best for the
(29:52):
remaining few months of yourproject and look forward to
hearing more about it.
Romy Hösl (29:58):
Thanks.
Christina Stollner (29:59):
Thank you, Kristina.
Kristina Hoeppner (30:01):
Now over to our listeners, what do you want
to try in your own portfoliopractice? This was 'Create.
Share. Engage.' with Romy Hösland Christina Stollner. Head to
our website podcast.mahara.orgwhere you can find resources and
the transcript for this episode.
This podcast is produced byCatalyst IT, and I'm your host,
(30:25):
Kristina Hoeppner, Project Leadand Product Manager of the
portfolio platform Mahara. Ournext episode will air in two
weeks. I hope you will listenagain and tell a colleague about
our podcast so they cansubscribe. Until then, create,
share, and engage.
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