Study Guide

Learning outcomes

The student is able to
- select and compare publishing platforms
- create a professional portfolio for different purposes
- use a portfolio as a promotional tool
- use a portfolio as a means of developing their professional profiles.

Learning environment

Computer classroom and project space, learning and presenting spaces. Individual distance working spaces.

Student time use and work load

The student is required to collect and organize all designs/works in one place before starting to design the portfolio. The student is required to work and develop the portfolio outside the contact hours. Contact hours can be used for photographing the design works if necessary.

Contents

Course is targeted especially for Packaging design and branding students.

During this course, a student learns to compare various professional online portfolios and platforms in an open and dialogic environment. After benchmarking and comparing different type of portfolios, the student will select and design the style that fits the best for her/his personal works and needs. For example, the student can concentrate in a portfolio for applying for student exchange, for seeking a summer job or a training place, or making a generic portfolio, easily alterable for future targets and purposes.

During the course, the student also practices organizational, time management and presentation skills. The student will learn to express her professional goals and articulate his/her personal design identity. As a result, the target is that the portfolio will reflect the student’s creativity, personal interests and will demonstrate clearly the student's real skills and abilities as a designer. Actually, the portfolio will be a part of the student's own personal brand.

Additional information for students: previous knowledge etc.

Illustration and Photoshop skills are not mandatory but preferred.

Assessment criteria

Assessment of the portfolio is based on the outcome and quality of the published portfolio, the structure, and visuality of it. The portfolios are peer-reviewed and self-evaluated besides the teacher's evaluation. Activity, participation, and willingness to help others in the class will affect the final grade as well.

Assessment scale

1-5

Failed (0)

Portfolio is not published

Assessment criteria: level 1 (assessment scale 1–5)

Has used a template or made a basic portfolio
Is able to justify the choices made
Takes part in contact hours
The overall quality is satisfactory

Assessment criteria: level 3 (assessment scale 1–5)

Has adapted the templates or benchmarked portfolios for own needs
Has defined spontaneously the basis and choices of the portfolio
Has been goal-oriented and iterative in the given tasks.
The overall quality is good.

Assessment criteria: level 5 (assessment scale 1–5)

Has chosen and adapted different kinds of techniques, ways of working and information in the given tasks
Has defined spontaneously the basis and choices and can argue and explain well the choices made.
Showcases innovative and alternative solutions.
The overall quality is excellent.