• Looking for a Top Flight Web Development Team?
  • Professional & Affordable Web Design Services
  • Shaping Imaginations using Cutting-Edge Technologies
  • Dynamic Solutions for Dynamic Businesses
  • Analysis.. then Solutions with a High Tech Flair
  • Satisfied Customers In Over 30 Countries
  • National Association of
    Accredited Internet Professionals
  • (561)948-6074
Custom Website Designs
The Web Portfolio

The Web Portfolio Fosters Valuable Learning Experiences

The Web portfolio conceptualization, design, and development processes call upon hard and soft skills that are required to accomplish each task. Hierarchal task analysis of Web portfolio creation involves providing sequential informa- tion from the ground up. Although creating the Web portfolio requires a systematic approach to concept development all the way through to final output, Bloom’s Taxonomy of Cognitive Domain illustrates the same learning outcomes that fit into the Web portfolio process through its course. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.


A description of the six levels — knowledge, comprehension, application, analysis, synthesis, and evaluation — and how they represent intellectual activity and learning during the Web portfolio process are listed. According to Bloom, knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. The appropriate information for the Web portfolio constitutes anything deemed as valuable in the quest for work for hire and promoting ones appearance.


Bloom stated that knowledge represents the lowest level of learning outcomes in the cognitive domain. At this level, the Web portfolio creator must remember what they have done and accomplished in the past. Then, without hesitation, they must write down a list of the things that they will eventually need to start to hunt and gather. A collection of artifacts must be named in some way and listed loosely, without classification. Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (printed materials to Web portfolio pages), by interpreting material (explaining qualifi- cations through a Web portfolio), and by estimating future trends (developing the Web portfolio as a perceived status symbol and professional credential). These learning outcomes go one step beyond the simple remembering of material.


The Web portfolio creator must begin to review and classify the materials found in the knowledge stage to begin to understand if and how they may be used to persuade some and to translate into a positive appearance to all publics. Application refers to the ability to use learned material in new and concrete s ituations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. The application of what someone has learned and has experienced will be intertwined into their Web portfolio. Application of skill sets and expertise will be evident in the design and content of someone’s Web portfolio.


Poems posted will illustrate the application of writing. Critical analysis, essays, and published research papers posted to the Web portfolio will exhibit ideas backed by theoretical perspective and dis- course. This area requires a higher level of understanding than those under comprehension because it involves the learner to demonstrate their abilities through content on the Web portfolio. And, to add to learning outcomes of the application level, Web portfolio design and the technical skills used are learned and relearned throughout the Web portfolio cycle. Skills and problem solving are put in application again and again as the Web portfolio design and redesign process becomes iterative through practice, but fresh in its harvest of new learning for future edits.


Foundation skills in developing the Web portfolio become intuitive and new learning occurs due to the introduction of new findings, new techniques, new requirements, new software, new delivery methods, new media, and new focus on what is perceived as important and persuasive to the public. Analysis refers to the ability to break down the Web portfolio into its component parts so that its organizational structure may be understood. This includes the identification of the Web portfolio categories, analysis of the relationships between Web portfolio categories, and recognition of the orga- nizational principles involved in presenting the Web portfolio as a hierarchical structure that allows nonlinear navigation for unrestricted usability. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the Web portfolio and how it has been conjoined into an electronic narrative that informs, entertains, and persuades all at the same time.


Analysis of the audience and how they will perceive the Web portfolio also takes place and has high value as a learning outcome. Analysis, the learning and practice of it during the creation of the Web portfolio will guide appropriate content discrimination while maintaining a healthy level of experimentations without compromising the effectiveness of the Web portfolio on gaining work for hire and illuminating a positive electronic appearance. Appraisal of integrity, continuity, and appropriateness for the Web portfolios of others will also be guided by the ability to compare, contrast, and criticize their work and narrative against your own.


The analysis of others Web portfolio can be beneficial and feed a curiosity about credibility and interests, or maybe simply just to gain inspiration for the next Web portfolio redesign. Synthesis refers to the ability to put the parts of the Web portfolio together to form a new whole. This may involve the production of wholly new creative content, a detailed site plan that encompasses goals for gaining work for hire and establishing an identity which require thinking about and recording a set of abstract relations that act as a scheme for classifying information portrayed in the Web portfolio. Specific learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures for presenting the personal narrative using the Web portfolio.


Synthesis learning occurs in the Web portfolio development process as the knowledge, compre- hension, application, and analysis of content is synthesized into a working, live Web portfolio available to all on the Internet. The parts are connected to form a communication that has many messages and plenty of content to illustrate and reinforce those messages. The messages in the Web portfolio that are meant to persuade the user into acting favorably. If the parts are not synthesized effectively, the wrong messages are communicated. An example of this might be the user assumes the Web portfolio author has bad technical skills because the Web portfolio does not perform properly from the user’s point of view. Bad performance sends a nonverbal or non content message that may influence the user in a negative fashion. Thus, retarding the possibility of a work for hire opportunity and contributing to the tarnishing of a positive public appearance. The Web portfolio must be managed in order to keep it running efficiently. When efficiency halts, user perception and confidence become damaged.


Evaluation is concerned with the ability to judge the value of Web portfolio assets (artwork, reports, letters, journals, photos) for the given purpose and audience. The purpose of the Web portfolio is to persuade the user. The audience is made of a population of users who have interest in the Web portfolio for entertainment, information, or commerce reasons. Maybe the user wants to hire the creator of the Web portfolio for a work assignment. Judgments made on content inclusion, message, and overall design are to be based on definite criteria that needs to be addressed when creating a Web portfolio. These may be internal criteria which include personal artifacts thought of as important and valuable. And it will include external criteria which focus on relevance to the purpose of getting work for hire and promoting a positive professional appea rance to the world and the local communities that we occupy. A concrete example of this would be the Web portfolio of a kindergarten school teacher. He or she must determine the appropriate content of her Web portfolio, without sacrificing personal identity and without compromising her professional ap- pearance or position as an educator within a community.


Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments about the Web portfolio based on clearly defined criterion dictated by personal values, societal norms, and professional standards. The Web portfolio creator/owner must be able to predict the perceptions that the Web portfolio will illicit. And, he or she must be prepared to defend or argue the intellectual and professional value of the Web portfolio, the credibility of the work sources, and subject matter of the content. The Web portfolio author must continually evaluate the standards of the times, ethically, legally, and professionally in order to appraise the compli- ance of the Web portfolio. The Web portfolio is dynamic in content and must be updated regularly to be a current representation of the lifelong learning and professional growth of the author. Throughout the Web portfolio life cycle, evaluation and enhancement are constants which the author struggles with personally, professionally, intellectu- ally, and physically. These constants are focal points which engage the Web portfolio creator/author in new learning activities within the six levels of the cognitive domain as theorized by Bloom in 1956.


to Top