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Early draft.

Minispec title: I want to collect, organize, retrieve and preserve examples of my work over time.


Draft (minus)


Learning Capabilities  Design Lenses and Facets





User goal summary:

(Provide a very brief description of the key user goal(s), expressed in just a few sentences. Repeat the minispec title here and, if needed, expand it with a sentence or two.)

Non goals:

(Indicate what the minispec is consciously not trying to address. Minispecs should be fairly tight and focused. They defeat their purpose if they try to encompass everything, and so this section spells out where lines are drawn.)

  • Because collection is at the foundation of any other actions, it is hard to come up with non-goals for collection. Essentially, materials have to be collected in some form or another before anything else can happen with them, right? Perhaps I'm missing something big, but it seems to me that you can't report or assess or present or anything without first having collected even just one file. So it's hard for me to say, "presentation is a non-goal for collection," because it's entirely possible that someone may want to present collected materials, yes? I'm going to have to think a bit more on the non-goals for this particular minispec.


(Provide definitions for words that may be used in a narrower sense within this minispec than their larger plain-English meanings. The specific meanings should be spelled out, and then employed consistently within the body of the minispec.)

Below are the terms we believe need to be defined for this minispec. We can come back to the definitions after writing the rest of the minispec.

  • Work
  • Materials
  • Preserve
  • Collect
  • Organize
  • Ownership? Is this a term that needs to be considered in its relation to collection? Perhaps, if we think about who is doing the collecting.

Persona-based user stories:

(Use the links below to view general information about each portfolio persona. Then on this page, provide a one-or-two-paragraph narrative for each relevant persona that situates his or her activities in the context of this minispec. Not all personas will be relevant to this minispec.)

Use cases:

(Provide a list of needs for each relevant user type in relation to this minispec. Not all user types will be relevant to this minispec.)

  • As a student, I need to:
    • collect materials easily
    • organize materials in multiple ways that are all equally accessible
    • have a central location in which to preserve pieces of work that have been created in different places
    • control access to my collected materials at a granular level
  • As an instructor, I need to:
    • collect pieces of my students' work
  • As an evaluator, I need to:
  • As a provider of feedback (peer, instructor, mentor, etc.), I need to:
  • As a system administrator (or technical coordinator), I need to:
  • As a portfolio (or assessment) administrator (or coordinator), I need to:
  • As department or institutional administrator (director or decision maker), I need to:
  • In addition, the portfolio system needs to:

Sample user scenarios:

(Use the links below to view the primary portfolio scenario and two possible substitutions for the primary scenario. Choose one of the three for your work in this section. Then on this page, provide one or two sentences for each persona in the scenario you have chosen that describe the tasks that the persona would like to accomplish within the scenario in relation to this minispec. The tasks described for each personal should help put the use cases above into the context  of the user scenario.)

  1. The Teaching, Learning and Assessment Portfolio (TLAP) for Industrial Engineering scenario is the primary scenario for learning/assessment portfolios.
  2. For learning and presentation portfolios in which the locus of control resides with the student, the Global Liberal Studies Heuristic Portfolio serves as one of two potential primaries.
  3. The other potential primary scenario, Medical registrar learning and assessment portfolio, describes a situation in which graduate students, students in professional programs, or working professionals use portfolios to document professional development.

Functional analysis:

(Provide a concise rundown of the functional goals and concepts required for a solution. This section will require a synthesis of the use cases and scenarios and may involve some design thinking or even sketches to illustrate a point, but stop short of being prescriptive for the design.)

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