An e-portfolio is a collection of electronic evidence assembled and managed by a user. Utilised in education, an e-portfolio can support entry into training, progression through learning pathways and transition to higher level courses.
Managed by the E-portfolios for Learner Pathways business activity and funded by the National VET E-learning Strategy, exemplar projects have enabled registered training organisations (RTOs) with existing mature implementations of e-portfolios to draw recommendations on how to effectively implement e-portfolios in the Vocational Education and Training (VET) sector.
The E-portfolios for Learner Pathways website presents a list of videos of the current case studies. You can also read a description of each of the projects’ outcomes below.
Australian Financial Management Organisation (AFMA) has reported on its reasons for moving to a Moodle assessment-based e-portfolio for its learners and subsequent experiences with this e-portfolio. The team’s finding that students were more likely to complete a case study than to post workplace evidence (due to the privacy implications of financial management), highlighted the requirement to find a more user-friendly and intuitive platform.
Box Hill Institute considered how learners use and feel about e-portfolios by tracking learning analytics such as reuse, average time of visit, diversity of use and teacher adoption. The researchers found that their students and teachers want to use e-portfolios in different ways, and that paraprofessionals are the greatest users of e-portfolios – generally for the purposes of job applications and resume building. A direct link was found between teacher training and support in using e-portfolios, and success in implementing them.
TAFE NSW Western Sydney Institute gathered data and documented good practice models of e-portfolio usage that motivate and support learners to manage their learning evidence. Some students new to e-portfolios were surprised by their user-friendliness. Teachers who participated in an eLearning Facilitator Program (eLF) were very positive about the potential of e-portfolio use in teaching and learning, to encourage learners to formalise their thoughts, to reflect on their learning, and to record and share their achievements.
“We strongly believe in the capacity of e-portfolios to permit individuals to set development goals, upload evidence to demonstrate that the goal has been achieved and to reflect on professional practice,” says Director of Education Programs and Innovation Strategies at AFMA, Karen Barrett.
“E-portfolios can be powerful instruments for career development and professional reflection,” says Karen.