Abstract
While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings – that is, the why – of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use – that is, the how – and an original framework linking ePortfolio purpose to design is proposed.
Acknowledgements
The study on which this paper was based was funded by the Australian Commonwealth Office for Learning and Teaching (OLT) and led by Deakin University. The views expressed in this paper are not necessarily those of the government, the OLT, or Deakin University. We gratefully acknowledge the contributions of our project team colleagues to the research.
Funding
This work was supported by the Australian Government, Office for Learning and Teaching (OLT) [grant number ID13-2888].