Functions of an e-Portfolio

Consider the different functions of an e-Portfolio. For each of them discuss the particular needs of your target group. Remember that some demands for functionality may be determined by your education institutional systems. Recognising learning

There are different ways of recognising learning. Although assessment is often used as a means for recognition there are other ways of recognising learning - for instance through peer group recognition.

Recording learning

What should be recorded in an e-Portfolio?

An e-Portfolio will contain records of formal achievements but possibly more important of the ongoing learning from home and work as well as formal education and training.

Reflecting on learning

Reflecting may be the most important part of the learning process. In terms of e-portfolios it is probably the least developed. Reflection has generally been seen as a process of commentary by the subject on any aspect of themselves (Wilson, 2005). The commentary may be private, shared (with specific people) or public. Examples include journals and more recently weblogs.

Validating learning

Validating is the processes of proving – to oneself and to others – that learning has taken place. It can be either evidenced by the learner or verified by the other people(e.g. an employer's opinion on the learner)

Presenting learning

Presenting offers an opportunity to select artifacts from the portfolio to tell a story or make a point. Presentation involves the processes of structuring, visualising, narrating and repurposing.

Planning learning

Planning is a form of reflection - looking back and looking forwards. One needs to answer what has been achieved and what needs to be achieved?

Assessing learning

Assessing is usually an external process, not under the control of the learner. Another person (teacher, employer) assesses if evidence provided by the learner meets certain criteria.