Towards the mature ePortfolio : some implications for higher education

Electronic portfolios [ePortfolios] are a recent addition to the language of higher education. Commencing with a summary of their role from EDUCAUSE, whose mission is to advance higher education by promoting the intelligent use of information technology, the distinctive characteristics of ePortfolios are outlined and salient differences from conventional portfolios in terms of process and outcomes are explored. Having considered the attributes of a mature ePortfolio, the paper focuses on pedagogical and technological issues for students and staff to move to mature ePortfolios. While accepting the valuable role ePortfolios can play in higher education, and that students increasingly come to the tertiary sector with expectations and experience that appear to warrant this approach, the paper concludes that decision making in this area is not yet adequately supported by research. Educators need to be open to the promise ePortfolios offer their students and staff but be aware of the implications for their adoption.

Engaging first year students through the use of ePortfolio

This paper describes how an ePortfolio was used with a group of Deakin University first year construction management students. The main objective of using the ePortfolio was to support and engage students in planning their tertiary education and enhance their learning experience. The paper outlines the challenges and issues faced in the implementation of the ePortfolio and discusses how academic staff and students were supported through the process of learning to use the ePortfolio.

Managing learning evidence using eportfolio

This paper introduces ePortfolio and its use of managing learning evidence in an eLearning environment. The paper uses the outcomes of a recent project sponsored by Deakin University, Australia and examples from IT teaching practice based on CloudDeakin to explore how ePortfolios add value to personalized and reflective models of eLearning. ePortfolios are proved to be an effective tool for discussion, information collection and reflection, and new ways of thinking about learning evidence management.

A university-wide ePortfolio initiative at Federation University Australia: software analysis, test-to-production, and evaluation phases

This paper describes an ePortfolio implementation strategy at Federation University Australia, Victoria (formerly the University of Ballarat). The authors combined a personal and practical viewpoint to elicit pitfalls, challenges, and recommendations for improvement. The paper is divided into three main areas in order to outline the experiments that occurred. The first section provides a standard literature review around ePortfolio adoption as well as a research-based analysis of available ePortfolio software at Australian universities. The second part depicts the University’s ePortfolio implementation strategy that focused on “test-to-production” and technology dissemination phases. This section is based on the authors’ personal viewpoint of ePortfolio adoption at a university where a “top-down management decision making model” (Slade, Murfin, & Readman, 2013, p. 178) was used. Third, the evaluation strategy is reported, which was based on similar research conducted at Australian universities (Hallam & Creagh, 2010; Hallam, Harper, Hauville, Creagh, & McAllister, 2009). This part is offered as a modest-scoped, mixed methods evaluation process. The paper extends on ePortfolio implementation strategies (Bell & White, 2013; Coffey & Ashford-Rowe, 2014; Jarrott & Gambrel, 2011; Lambert & Corrin, 2007; Ring & Ramirez, 2012; Slade et al., 2013) and software analysis (ACODE, 2011; Slade et al., 2013). Recommendations are made for the careful integration of pre- and post-rollout of ePortfolio programs with face-to-face ePortfolio tutor support, offering online resources and alternative portfolio-making options for students with poor broadband access.

ePortfolios in business education: a national study of ePortfolio implementation 2013 to 2015

To be launched in March 2016, this study explores the transformative potential of ePortfolios in business education. Educators and higher education institutions are increasingly looking for innovative ways to enhance learning outcomes through technology. Given their potential to aid in the development of engaged, reflective lifelong learners, and develop and showcase employability skills, ePortfolios are increasingly being used around the globe.

This study shares the experience of, and lessons learned from, the implementation of ePortfolios in one general business management course and three accounting related courses at three higher education institutions. The recommendations and principles proposed provide benchmarks for best practice and practical guidance for embedding ePortfolios into business curricula.

Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges

Curtin University's Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were excellent and sustainable. Before C2010, graduate attributes were not universally emphasised and indicators showed room for improvement in generic skills. C2010 focused on embedding graduate attributes through three strategies. The first was embedding graduate attributes in degree programs and mapping for constructive alignment of outcomes and assessments. The second strategy was related: programs were reviewed drawing on evidence including perspectives of graduates, employers and program teams on the relative importance of graduate attributes and the extent to which they were generally demonstrated or developed. The third strategy was a university-wide eportfolio system enabling students' self- and peer-assessment of graduate attributes. Since completion of C2010, proxy indicators show improvement. However, this paper highlights the challenges associated with graduate attributes and renewal. These include: academic staff engagement, the time needed for innovations to come to fruition and evidencing achievement of graduate attributes.

Pedagogy and ePortfolios: purpose aligned to design (or the why and how)

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.

Realising the potential: assessing professional learning through the integration of ePortfolios in Australian business education

This project will enable academic leadership of Australian Business and Management education programs to design into the curriculum, and best use, ePortfolios and associated technologies in assessing students' learning of highly valued professionally-based capabilities. The project will investigate and support the best ways of broadly and deeply embedding ePortfolios across entire undergraduate business and management education curricula. ePortfolios for enabling and assessing student learning is seen as a key means for integrating student learning across the curriculum and, therefore, creating a holistic learning experience. The project will work with Program Leaders across the sector through liaison with the Australian Business Deans Council (ABDC), Teaching and Learning Network to both draw in better practices and disseminate project findings as the project progresses through its key phases. These planned actions will lead to the progressive development of a Business Education ePortfolio Professional Learning Capabilities Assessment Framework.