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Why not ask? Through a learning portfolio assignment, I invited students to show: how they met the course objectives; connections they made to other courses as well as aspects of their lives; and their views and perspectives about the course material and processes. They were asked to include tangible evidence, examples, connections, and reflections from all class sessions, discussions, and other assignments. They were also required to express themselves through a creative variety of styles and formats, including a concept map anda world map. What were their reactions to the assignment? Many noted that it encouraged them to think critically and that it was a fun way to show the links between the course and their own lives. Might you like to use or adapt some or all parts of my learning portfolio assignment in a course (any discipline) that you teach? Through reading this paper and trying the described activities, you will have completed your own mini-learning portfolio and explored methods of assessment.1  \nIt is a miracle that curiosity survives formal education.  \n- Albert Einstein  \nIntroduction  \nIbethcamrougehintereseverstaledeixnphe useriencesofrellearendigo pocortfolionnects  \ning formal and informal learning. I learned many of the important skills I use today through informal, everyday practice and application (Cassidy, 2006a,  \n2007) . Students I have interviewed feel that postsecondary institutions need to acknowledge the learning that takes place outside of credit courses (Cassidy, 2006b) . I love teaching and have designed and taught both credit courses at the University of  \n1 If you are interested in templates and resources for use in your own courses, feel free to contact me at alice.cassidy@ubc.ca  \nBritish Columbia as well as many non-credit short lecture and field-based courses that people take for the love of the topic, with no grades or assignments. Hence, the mix of informal and formal learning has been very important to me both as a learner and as a teacher, and inspired me to offer these opportunities to my students as well.  \nIn a course I taught for 14 years, I experimented with different kinds of assignments and inclass activities, sought student input through alumni advising teams, and in the last eight years of this course, assigned students a learning portfolio in lieu of a final exam. I share the templates I designed, and other aspects of this assignment with you so that you may use or adapt it for your own use.  \nWhat is a Learning Portfolio?  \nA learning portfolio is a collection of one’s work, often customized to show evidence of meeting particular goals or specific areas of development, learning, and growth. Learning portfolios can appear in hard copy or electronically. Some related terms include course portfolios (e.g., University of Nebraska Lincoln, 2009), professional portfolios (Bossers, Kernaghan, Hodgins, O’Connor, & Van Kessel, 1999), and experiential learning portfolios (Brown, 2002), all of which have been used, across disciplines, in a variety of contexts including K-12, post-secondary, and professional programs.  \nLearning portfolios have many valuable outcomes. Herring, Hibbs, Morgan, and Notar (2007) describe how student success and motivation for learning increase through the use of standards-based digital portfolios. Brown’s (2002) findings suggest that the development of a portfolio increases students’ understanding of “what, why, and how they learned” (p. 228), enhances their communication and organization skills, and reinforces the importance of reflection in learning. In my course, I introduce the learning portfolio assignment with the following definition (Cassidy, 2008):  \nYour personal version of the course, documenting your learning throughout the  \nterm (and briefly, wha","cbCainZoVur6QY28","https://ap.wps.com/l/cbCainZoVur6QY28","pdf",2279213,"English","# Introduction\n## What is a Learning Portfolio?\n## Learning Portfolio Use in My Course\n## Your Mini Learning Portfolio Assignment","[{\"question\":\"What is the purpose of a learning portfolio assignment in the course described?\",\"answer\":\"The purpose is to help students show how they met course objectives, make connections to other courses and aspects of their lives, and share their views on the course material and processes.\"},{\"question\":\"What evidence and learning elements are students asked to include?\",\"answer\":\"Students include tangible evidence, examples, connections, and reflections drawn from all class sessions, discussions, and other assignments.\"},{\"question\":\"How much does the learning portfolio contribute to the final grade in the author’s course?\",\"answer\":\"It contributes 35% overall, including a one-page check-in worth 7% and a 10-page final learning portfolio worth 28% due on the last day of term.\"}]","Learning Portfolios: Creative Connections Between Formal and Informal Learning | PDF",1792087301,18]