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.