COVID-19 is spreading all over the world. Many colleges and universities and portfolio training institutions have switched to online teaching mode. How about the effect of online teaching of portfolio? Is the teaching result of the portfolio training line low? This is one of the most difficult problems for many students and parents. Let's talk about it now. In the end, online classes can not produce results. Is the cost of producing results higher than offline classes?

　　 What is the effect of online teaching of the portfolio?

First of all, the main reason why people question the input-output ratio of online classes is that they are not accustomed to online learning, especially for art design majors. In traditional teaching concepts, it is difficult for art design majors to achieve full online learning.

This is especially evident in our daily teaching and communication with students. However, it is not to say that it is impossible, nor that it can only be realized under certain circumstances. Because the difference between online and offline is actually the teaching method, not the teaching content, or the teaching object, both of which are unchanged.

Therefore, online teaching of the portfolio is more a test of the teacher's ability to transform teaching methods, and whether the knowledge that can be easily taught offline can be transferred to students online.

In natural light, taking the online classes during the outbreak of the epidemic as an example, during the Spring Festival, the teaching and research center team trained every teacher in all campuses across the country, especially those teachers who are not rich in online teaching experience, and took the learning tasks of each student as the core to carry out a new planning, one-on-one comprehensive and systematic Portfolio training 。

The teaching and research center's training mode for teachers is the same as that of students. In addition to the "big class" of regular national training every month, it outputs phased teaching and research results. In addition, each department and each campus conducts group discussion on problems every week, and teaching research answers departmental questions from a professional perspective to help teachers further supplement their learning.

The training content is not only reflected in the professional dimension, but also focuses on the sharing of teaching methods and teaching materials around the portfolio training, which is detailed to every detail, including the experience of online class, the tools and methods of class. Through the classification and summary of the teaching and research center, the teaching content can be accurately conveyed to every student.

Secondly, in natural light, about 40% of our students finish their learning online every year, but in their feedback, we are surprised to see that teachers and students jointly unlock new learning areas and gain new knowledge.

Such as RCA, LCC and Goldsmiths recently Goldsmiths, University of London 4 UCA offers from W, who has completed 4 projects in less than a year by means of full online teaching. Many of her works are interdisciplinary, rich in form and content.

In our interview with her, she mentioned many times that her original learning style was passive and dependent on the teacher, but the online class form "forced" her to think about problems actively and explore solutions with hands-on practice. In the process, she often got surprises, and the teacher's "always online" teaching mode also enabled her to digest problems in time and promote project development.

Finally, what is the effect of online teaching of the portfolio? Today, we introduced in detail that the key to the form of online class is how to correct the learning attitude of students, make good use of online advantages, and interact well with teachers. When choosing institutions, we should also focus on the consideration of the professionalism and teaching methods of old teachers, And the overall back-end services made by the institution to ensure the teaching institutions.

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