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Using e-Portfolios


E-portfolios provide a personal space where students can select, organise and showcase their work, they can be used in a variety of ways to present evidence of learning to a selected audience.

‘An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc which presents; a selected audience with evidence of a persons learning and/or ability; Sutherland, S. and Powell, A. (2007), Cetis SIG mailing list discussions [] 9 July 2007

The primary aim of an e-portfolio may be to present evidence for summative assessment to demonstrate achievement, to record progress or to provide a space for personal development and reflective learning.

Benefits of Using e-Portfolios:

Like traditional portfolios e-portfolios can facilitate reflection and can be used as a means to motivate and engage learners in a learning model appropriate to a digital age.

e-portfolios can be used to;

  1. Develop and present a portfolio of work.

  2. Present a reflective account of learning.

  3. Keep evidence of transferable skills gained.

  4. Support job applications and applications for professional accreditations.

  5. Help with self assessment of learning performance.

  6. Provide evidence of academic progress.

  7. Prepare a project / assignment for assessment / evaluation.

Hands-on sessions can benefit learners new to e-portfolios and help to assess a learners' ability to work independently.


Tips/Good Practice:

Encourage the personalisation of e-portfolios to motivate and engage learners.

Use scaffolded tasks and templates for e-portfolios to develop learners’ ability to present their content.

Use feedback to help learners to overcome difficulties and develop their reflective capabilities.


Unilearn e-Portfolios

Unilearn offers a tool to create basic e-portfolios and share them with either other users of Unilearn or parties external to the University.

In order to create an e-portfolio all the content that is needed within the portfolio must first be uploaded to the Blackboard Content Collection.

The Blackboard Content Collection is a central web based solution for the storage of content from disparate systems it allows learners to manage, reuse, update and share digital content.

Access to e-portfolios and the Content Collection within Unilearn is not granted to staff and students by default if you wish to use Unilearns e-portfolios please contact your School's Learning Technology Advisor who will arrange for the required access to be granted.

A Training guide and Video training resources are available to help you use the Content Collection and create multimedia e-portfolios links to these can be found in the Useful Links to Websites or Resources section.


Case studies:

Please follow the links below to find useful case studies.

Effective Practice with e-Portfolios


Useful Links to Websites or Resources

How to create a blank ePortfolio within a module in Unilearn [How-to guide] [Screencast]

How to create a blank ePortfolio outside a module in Unilearn using Campus Pack [How-to guide] [Screencast]

How to create an ePortfolio using a template within a module in Unilearn [How-to guide] [Screencast]

How to create an ePortfolio using a template outside a module in Unilearn using Campus Pack [How-to guide] [Screencast]

JISC e-Portfolios: An overview

A generic rubric for evaluating e-portfolios


References to Scholarly Articles:

Barbera, E. (2009). Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British Journal of Educational Technology, 40(2), 342.

Buzzetto-More, N., & Alade, A. (2008). The Pentagonal E-Portfolio Model for selecting, adopting, building, and implementing an E-portfolio. Journal of Information Technology Education, 7, IIP-45(26)-26.

Hallman, H. L. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with preservice English teachers. Journal of Adolescent; Adult Literacy, 50(6), 474.

Henry, D., Marquez, C., & Kuo, A. K. (2009). E-portfolios for community projects: capturing the process. Medical Education, 43(5), 481-481

Herner-Patnode, L. M., & Lee, H.-J. (2009). A capstone experience for preservice teachers: building a web-based portfolio. Educational Technology; Society, 12(2), 101-110.

Kallkvist, M., Gomez, S., Andersson, H., & Lush, D. (2009). Personalised virtual learning spaces to support undergraduates in producing research reports: Two case studies. The Internet and Higher Education, 12(1), 35-10.

Luchoomun, D., McLuckie, J., & Wesel, M. v. (2010). Collaborative e-learning: E-portfolios for assessment, teaching and learning. Electronic Journal of E-Learning, 8(1), 21.

Mason, R., Pegler, C., & Weller, M. (2004). E-portfolios: an assessment tool for online courses. British Journal of Educational Technology, 35(6), 717.

Polding, L. (2007). Leading Change - Integrating E-Learning Into an Existing Course. Legal Information Management, 7(1), 59.

Rosângela Minardi Mitre Cotta, Glauce Dias da Costa, & Mendonça, É. T. (2013). Reflective portfolio: A proposal for teaching and learning geared on competencies. Ciência & Saúde Coletiva, 18(6), 1847

Rossi, P. G., Magnoler, P., & Giannandrea, L. (2008). From an e-portfolio model to e-portfolio practices: some guidelines. Campus - Wide Information Systems, 25(4), 219.

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