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    Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought
    (2025-10-08)
    Stefan T. Siegel  
    ;
    Lohner, David
    ;
    Arnold, Maik
    In higher education, teaching portfolios are instruments for faculty professionalization and academic development. Many lecturers struggle to systematically document, evaluate and further develop their teaching practices. We argue that teaching is knowledge work requiring intentional knowledge management. We explore how digital Tools for Thought (TfTs) support personal knowledge management (PKM), enabling lecturers to externalize, link, and reflect on teaching-related knowledge and materials. Using TfTs, teaching portfolios transform from static repositories into dynamic systems fostering critical reflection and evidence-informed professional development. Drawing on educational psychology research, we demonstrate how PKM practices can boost teaching competence.
    Type:journal article
    Journal:Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
    Volume:20
    Issue:3
    DOI:10.21240/zfhe/20-3/11
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/123850
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    Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought
    (2026-06-25)
    Stefan T. Siegel  
    ;
    Lohner, David
    ;
    Arnold, Maik
    Teaching portfolios are widely used in academic development yet too often become static compilations assembled for evaluation rather than living systems that structure reflection and teaching competence development. This conceptual paper frames academic teaching explicitly as knowledge work and argues that portfolio development should be driven by personal knowledge management (PKM) practices. We examine how digital Tools for Thought (TfTs)—markdown-based, networked note-making environments—support PKM by enabling educators to externalize, interlink, and revisit teaching-related knowledge, feedback, and design decisions. Building on relevant research in educational psychology, knowledge management, and academic development, we outline a conceptual model that integrates PKM and TfTs to transform portfolios from document repositories into dynamic architectures. The paper synthesizes theory and practice, illustrates use cases, and discusses institutional implications, including recognition structures and developer support. The contribution is relevant for academic developers, faculty, and program leaders as agents seeking sustainable, evidence-informed pathways to professionalization and teaching competence development.
    Type:conference paper
    URI:https://alexandria.unisg.ch/handle/20.500.14171/129660
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    Wissens(management)mythen knacken: Was ich als Wissensarbeiter*in gern früher gewusst hätte
    (2025-10)
    Stefan T. Siegel  
    ;
    Lohner, David
    „Die perfekte PKM-Methode“ oder „das eine Tool“ wird von zahlreichen Gurus, Firmen und Ratgebern immer wieder versprochen. Wir zeigen, warum diese einfachen Geschichten schaden können und wie evidenzinformierte Informations- und Wissensmanagementpraxis wirklich aussieht. Ausgehend von unserem geplanten „Überlebensratgeber“ für den akademischen Bereich widerlegen wir verbreitete Mythen („Je mehr Notizen im eigenen Wissensmanagementsystem, desto besser“, „Man kann PKM kaufen“, „Handschrift schlägt Digital per se“) und teilen konkret: Welche kleinen Hebel sofort Wirkung haben, wie Notizen Denken erzeugen (nicht nur speichern) und welche Rituale Wissen in Entscheidungen übersetzen. Interaktiv, humorvoll, ohne Heilsversprechen — mit Werkzeugen zum Mitnehmen. Worum es geht. Problem. PKM scheitert selten an Software, sondern an verführerisch simplen Narrativen. Sie überfrachten Systeme, verzetteln Aufmerksamkeit und verhindern Transfer in Entscheidungen. Ansatz. Wir debunken drei dominante Mythen, erklären ihre Persistenz (kognitive Abkürzungen, Tool-Fetisch, Over-Engineering) und bieten evidenzinformierte Gegenideen und -praktiken. Was Sie mitnehmen können - Key Take-Aways - Tool zur Mythen-Widerlegung - Hybrid-taugliche Micro-Übungen: Myth Quick-Poll, 10-Min-Debunk in Peers, - Lightning „Was ich gern früher gewusst hätte“. Für wen. Lehrende, Forschende, L&D, Wissensarbeiter:innen in Verwaltung, NGO, KMU und Konzernen — skeptisch gegenüber Hypes, interessiert an tragfähiger Praxis.
    Type:conference contribution
    URL:https://pretalx.com/gkc25/talk/VM3W88/
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/124177