Activity 1.5 - Using ePortfolios

In general terms, an eportfolio is not simply a folio .. or collection of documents. The folio only becomes a portfolio when there is some sort of review process and follow up done with the evidence collected. It typically involves someone carrying out a process of "reviewing" the evidence (often referred to as reflection) to realize a "revelation, discovery or validation", and to use this to then personally "plan where and how to move forward".

This fundamental review process is applied in a variety of situations.

In academics, eportfolios are set up to be used by students of almost any age. Here they are invited to identify not just what they have learned but to reflect on their choice of strategies used to learn with. Their identification of these learning processes enables them to arrive at a better understanding of their learning methods or style. This in turn, empowers them to capitalize on their learning strengths and to target those learning weaknesses for improvement in the future. In effect, the student takes more ownership of the assessment of their academic strengths and needs - and can formulate a personal plan of action based on them to move forward. Over time, this iterative process also helps them realize the importance of understanding learning as a process of personal development or learning as a life time pursuit. This is supported by institutions on the belief that it empowers students to eventually become full fledged citizens up to the demands of living in an ever changing knowledge based economy.

In labour, eportfolios are used by employees to identify and demonstrate to employers or potential employers what they have learned or are developing in the way of competencies. They can also include comparable development achieved through "informal learning or (on the job experience) to demonstrate specializations, interests, or efforts to stay current. They can review the breadth of their experience and knowledge base to then reflect on how far they have grown, By doing so, an employee can personally plot more careful and meaningful choices in training or career development. Also, because of the depth of the evidence and articulation by an employee, they can potentially be more confidently hired and / or sponsored by their employers.

In government, policies promoting the use of eportfolios may be used as a strategy to circumvent policy "shortcomings" such as accreditation bottle necks. Here the invitation to use an eportfolio by skilled immigrants seeks to attract them to present and have recognized or accredited their skills and competencies from otherwise unrecognized foreign institutions. Such a strategy aims to recognize the importance of maximizing a country's to attract foreign human capital to create wealth in the 21st century.

However eportfolios have yet to become mainstream everywhere due to the a number of limitations. Two majors one are the need for a major paradigm shift at almost all levels of education in how not just formal but now informal learning is to be recognized, assessed and accredited . Equally important is allocating the resources that will be needed to train both educators and learners on how to develop eportfolios that are easy to produce, flexible in their design but still purposeful to use.