Portfolio
For sample deep learning experiences, see the Digital Learning Showcase website at: https://sites.google.com/view/digitallearningshowcae/home
To see other sample portfolios of Digital Learning Leaders, see: https://sites.google.com/view/digitallearningleaderporfolios/home
2 Favorite DLL Portfolios from Spring 2023:
https://sites.google.com/sjsu.edu/dll-example-stroevespring23/home
https://sites.google.com/sjsu.edu/yoneda-dll-portfolioexample/home
The purpose of this site is for school librarians, technology and instructional coaches, teachers and administrators to demonstrate what you know and can do as a Digital Learning Leader. Such a product might be used in the organization where you are currently, or as an artifact for a job interview in any type of organization looking for experience as an instructional designer . The portfolio, of course, will be a very personal one and no two portfolios will be alike, but in the examples below, we hope that you will find some hints on how to construct your own demonstration of excellence.
The examples we present are from masters degree students studying instructional design at the School of Information, San Jose State University during the summer of 2020. Full portfolios are included as well as sample learning experiences designed by them spanning the various types of learning experiences shown on the model on the front page of this site.
Full Portfolios
Check out the Get Started page on this site for a few recommendations for building your own portfio.
Sample Full Portfolio:
To demonstrate the possibilities that librarians and digital leaders can create, this portfolio presents possible unit plans, text sets, and reading promotions. The portfolio examples include projects on media bias, historical research on pandemics, design thinking for student chosen problems, refugee perspectives, and reading about the ocean for fun. This portfolio also presents resources to introduce and provide strategies on various education topics including educational theories, technology, and curriculum trends.
Site URL:
https://sites.google.com/sjsu.edu/portfolio-of-possibilities/home?authuser=4
Sample Portfolio
The purpose of this website is to demonstrate my contribution to the school community as a Digital Learning Learner in collaboration with other teachers and staff members for various school initiatives. This portfolio presents possible unit plans, text sets, reading promotions and self-directed creativity videos. The portfolio also includes co-teaching inquiry and design thinking based lessons on racism & allyship, consent, friendship. This portfolio also presents resources to introduce and provide strategies on collaboration and technology tools.
https://sites.google.com/sjsu.edu/digital-learner-leader-orgill/home
Sample Units of Instruction
Sample Design Thinking Unit
Purpose of the website: The Design Thinking Process is a methodology that provides a solution-based approach to solving problems. The process is comprised of five steps: Empathize, Define, Ideate, Prototype, and Test. This process provides a structured and orderly approach to problem solving. Through the use of the Design Thinking Process, students will be able to identify, personalize and analyze a problem and generate solutions individually and as a group. This website will help students and teachers get familiar with this process. On the front page is a chart showing the steps in the Design Thinking Process and a video explaining it. There is a detailed layout of the unit plan that teachers can use in the classroom and the rest of the rooms on this site cover each step in the process, listing tools and activities that help students under how each step works and how they can be implemented. These steps lead up to the final step and a culminating activity where students can generate and test the solution to their problem.
Site url: https://sites.google.com/sjsu.edu/designthinkingprocess/home?authuser=4
Sample Design Thinking Systems Civil Rights Unit
One of the best things schools can do to fortify their approach to civics education is offer an opportunity for students to actively practice civic-mindedness, even in times such as these when learning takes place largely in virtual settings. Using the design thinking model, this unit transforms civics into a readily applicable concept by integrating principles of American democracy with an opportunity for students to make a real-life impact on their community. Students are invited to explore, understand, and contribute well to their community by proposing a new solution to a problem or creating an opportunity for connection. Over the course of a semester, students will develop civic literacy, cultivate empathy, test ideas, and practice self-directed learning as they navigate the choices before them. The classroom teacher and teacher-librarian both play an integral role in co-teaching this unit as they introduce students to new concepts and mentor students in their individual civic engagement pursuits. While this unit is designed particularly for an online/remote learning scenario, it is certainly adaptable to in-person learning environments where the teacher and teacher-librarian can guide students in the classroom and library learning commons, or perhaps even host or support any in-person events that would bring the students' projects to life.
Google Site Link: https://sites.google.com/sjsu.edu/civicslearningproject-kbc/home
Sample Design Thinking System Project
This unit recognizes students as global collaborators rather than consumers of information. After exploring the Sustainable Development Goals, developed by the United Nations, students select a real-world problem that ignites a passion, interest, or sparks a connection for them. They work with like-minded students researching and developing ideas to improve circumstances or propose solutions for the betterment/protection of people and/or our planet. Instructional activities steer away from student compliance based on authoritative expectations from teachers and shift toward a humanizing shared learning experience that is based on a partnership between teacher mentorship and personalized student investment. These learning experiences affirm students' role as contributors to the world at large and are co-designed to be implemented collaboratively by a classroom teacher and teacher librarian as a learner-directed online learning experience.
Google Site Link: https://sites.google.com/sjsu.edu/be-the-change/home
Sample Inquiry Unit of Instruction
United States Monuments have been part of our history for many years and are relevant to current events today. Following the link below, you will find an interactive Google site and unit plan that takes middle school students on a learning journey about why monuments are built and important. This unit plan has been designed to be taught by a general education teacher and school librarian (Digital Learning Leader) in a co taught setting. It encourages collaboration, discussion, inquiry, and innovation. Students will begin by working in groups to research a monument and analyze the monument's significance. After becoming a specialist on the assigned monument, students will be regrouped to teach others about their monument and find commonalities amongst all the different monuments explored. Students will then use their findings to create and defend their very own monument. This innovative project will allow students to apply and exhibit what they learned through inquiry-based learning and increase engagement in a virtual, blended, or face to face setting.
Google Site can be found at this link: https://sites.google.com/sjsu.edu/kbs-unitedstatesmonuments/home
Sample Project Based Instruction al Unit
Ancient Egypt does not have to be dusty, dry, or boring. Egyptologists utilize the latest in technology to bring Egypt right into your home or classroom, just check out the 3D tour of Queen Meresankh III's tomb on our home page! This online unit, taught collaboratively by co-teachers or a classroom teacher and a teacher librarian (Digital Learning Leader), links ancient Egyptian pharaohs and monuments to current events through discussions of memory. Students work in groups to study a particular individual and associated monument, then form new groups to share their expertise and answer a series of deeper questions about the meaning of monuments and social memory. They will be asked to be creative too, inventing their own pharaoh, designing a monument for this newly discovered King of Egypt, and creating a presentation of this exciting new find for the other students.. As a final bonus, each student will create their own personal obelisk with their own accomplishments and skills, to remind themselves of how amazing they are. This unit can be taught online, using a hybrid model, or in a traditional classroom setting.
Follow the link: https://sites.google.com/sjsu.edu/do-you-remember-the-time/home?authuser=0
Sample Project Based Instructional Unit
Studying Greek mythology generally elicits the interest of students as they explore Ancient Greece. The magical and supernatural elements students find naturally captivating in Greek mythology lead them to explore Greek myths as a form of storytelling with a specific purpose in this unit of study. In this learning journey, students research the functions and influence of Greek mythology on society and then demonstrate a connection to the timeless influence of storytelling by writing a modern-day myth that is showcased in a virtual museum. This unit includes explorations beyond what students may already know about mythology, freedom to choose which area of interest they want to become an expert in, participation in various group sizes to practice skills and build collective knowledge, frequent opportunities for feedback, and engagement in metacognition. The learning activities are enhanced with various educational technologies/tools and are designed for a complete online learning experience where the classroom teacher and teacher librarian share and collaborate on the lesson delivery, feedback, modifications, assessment, and celebration of growth and successes.
Google Site Link: https://sites.google.com/sjsu.edu/ancient-greek-mythology-kbc/home
Sample Problem Based Instructional Unit
Encouraging students to make well informed decisions is the duty of an educator. This inquiry-based unit plan teaches students about the research process and how to make a claim supported with evidence. Students will work to answer the question, “Should school start later or earlier in the day?” This is a cotaught unit conducted by a general education English teacher and a school librarian (Digital Learning Leader) in a middle school classroom. Over the course of the unit students will participate in a four corners discussion, use mind mapping techniques, conduct research with a partner, create a final project in the form of an essay, speech, or poster, and attend a virtual gallery walk. This unit is designed for a virtual setting, but can be adjusted for blended or face to face learning. It encourages collaboration and other 21st century skills.
Google Site can be found at this link: https://sites.google.com/sjsu.edu/the-battle-of-time/home/unit-plan
Sample Beginning Designing Thinking Unit
As more schools are opting for distance learning during the current pandemic, it's important to find a way to reconnect individual students with their community in a meaningful way. This unit uses design thinking to give students a way to connect to their community, control their environment and make a difference by solving a problem. Design thinking has the additional benefit of teaching empathy and empowerment. For educators, it requires taking a step back and letting the students direct themselves towards a solution. For students, the first time they undertake design thinking, they may need more direct monitoring, however, as they gain confidence, they will become more independent. This unit is designed for first time Design Thinkers, and so has a slightly heavier hand when it comes to the introductory problem and the stated goals for this unit. In a cotaught environment, students will discuss applying for college during the pandemic, undertake interviews and collect data, discuss user needs and design a website to share information and resources to help other students dealing with the same issues.
https://sites.google.com/sjsu.edu/collegeinthetimeofcovid/instructors-guide?authuser=1