{"id":23470,"date":"2026-05-13T17:56:49","date_gmt":"2026-05-13T15:56:49","guid":{"rendered":"https:\/\/www.lehre.fau.de\/?p=23470"},"modified":"2026-05-18T14:32:32","modified_gmt":"2026-05-18T12:32:32","slug":"%f0%9f%8e%a5ai-as-a-co-creator-enhancing-personal-development-reflection-and-academic-guidance-with-ai-powered-portfolios","status":"publish","type":"post","link":"https:\/\/www.lehre.fau.de\/en\/%f0%9f%8e%a5ai-as-a-co-creator-enhancing-personal-development-reflection-and-academic-guidance-with-ai-powered-portfolios\/","title":{"rendered":"\ud83c\udfa5AI as a Co-Creator \u2013 Enhancing Personal Development, Reflection, and Academic Guidance with AI-Powered Portfolios"},"content":{"rendered":"\n
Description<\/h2>\n\n\n\n
Prof. Dr. Marc Cleiren (Leiden University) has been developing innovative concepts for student personal development for many years. Drawing on his psychological expertise, he combines self-awareness, reflection, interpersonal engagement, and skills development\u2014and integrates these elements into a digital, GDPR-compliant portfolio that supports students throughout their entire academic career.<\/p>\n\n\n\n
The advent of powerful AI models has opened up new possibilities: AI handles the thematic evaluation of large sets of reflection data, assists in analyzing individual development trajectories, and suggests suitable workshops, electives, or reading materials. However, through the \u201chuman-in-the-loop\u201d approach, students always retain control over the interpretation.<\/p>\n\n\n
Many learners start their studies without a unifying thread linking their academic and personal learning processes. They switch majors, demands increase, and self-doubt grows\u2014especially in the wake of the COVID-19 pandemic. Topics such as identity, visions of the future, mental health, and a sense of belonging have often been underrepresented.<\/p>\n\n\n\n
At the same time, large amounts of data are generated through self-reflections, feedback, and portfolio entries, which are nearly impossible to analyze manually. This made it difficult for instructors to identify patterns of development, foster group processes, and provide targeted support to students.<\/p>\n\n\n\n
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\u201eYou have all these different subjects in the university and people go from one subject to another. It’s like little chunks. And there is nothing that (…) links these together for their whole study period.\u201c<\/strong> – Prof. Dr. Marc Cleiren<\/p>\n<\/blockquote>\n\n\n\n
Objectives<\/h2>\n\n\n\n
The teaching approach has several objectives:<\/p>\n\n\n\n
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Fostering personal development: <\/strong>Students should gain a better understanding of themselves, their values, talents, and visions for the future.<\/li>\n\n\n\n
Making learning processes visible:<\/strong> A digital portfolio serves as a common thread throughout several years of study.<\/li>\n\n\n\n
Strengthening bonds:<\/strong> Seminars promote dialogue, interaction, and a sense of community.<\/li>\n\n\n\n
Using AI responsibly: <\/strong>AI assists with analysis, reflection, and guidance\u2014but students remain the final decision-makers.<\/li>\n\n\n\n
Promoting mental health: <\/strong>Low-threshold support and professional coaches help identify stress early on.<\/li>\n<\/ul>\n\n\n\n
Concepts, Implementation, Methods<\/h2>\n\n\n\n
The program combines digital portfolios, AI-powered analysis, and intensive in-person seminars<\/strong>. Throughout their studies, students maintain a GDPR-compliant portfolio containing reflections, competency profiles, feedback, and visions for the future. Before seminars, large groups (up to 400 people) answer questions about their concerns, expectations, or areas of enthusiasm. The AI organizes these responses into themes and generates summaries and visualizations that serve as a direct introduction to the seminar. At the same time, the AI analyzes personal portfolios: it identifies discrepancies between self-image, goals, and external perception and suggests appropriate workshops, courses, or reading material. Decisions are based exclusively on the students\u2019 own reflections\u2014with transparent reasoning (\u201cI suggest this because you wrote last week\u2026\u201d). The \u201chuman in the loop<\/strong>\u201d remains central: coaches and students discuss the AI\u2019s suggestions together and reflect on their relevance. This creates a synergy between digital guidance and human support.<\/p>\n\n\n\n
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\u201eSo you are not dependent on the AI hallucinating or telling the truth, but you are the final test of it.”<\/strong> – Prof. Dr. Marc Cleiren<\/p>\n<\/blockquote>\n\n\n\n
Experiences<\/h2>\n\n\n\n
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Seminars gain depth because AI immediately highlights common themes.<\/li>\n\n\n\n
Students feel a sense of belonging and identify shared concerns and resources.<\/li>\n\n\n\n
Individual AI analyses in the portfolio provide helpful insights without replacing the learning process.<\/li>\n\n\n\n
The \u201chuman in the loop\u201d prevents students from being overwhelmed by AI and promotes responsible use.<\/li>\n\n\n\n
Coaches can identify stress early on and provide targeted support.<\/li>\n\n\n\n
66% of students participate voluntarily – an indication of high acceptance.<\/li>\n<\/ul>\n\n\n\n
Success Criteria<\/h2>\n\n\n\n
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Students have a documented, reflective record of their development over several years.<\/li>\n\n\n\n
AI-driven interventions promote self-reflection, decision-making skills, and academic focus.<\/li>\n\n\n\n
Workshops and recommendations are better tailored to individual needs and goals.<\/li>\n\n\n\n
Mental health issues are identified early on; support services take effect more quickly.<\/li>\n\n\n\n
Linking personal development with academic studies strengthens resilience, motivation, and future-oriented skills.<\/li>\n<\/ul>\n\n\n\n