Abstract:
Helen Barrett (2009), a pioneer in this area, describes the ePortfolio as a process of learning through to a showcase product, which involves a social community as well as individual expression. The resultant product represents a documentation of the students 'story' of learning as well as achievement. The real value of an e-portfolio is in the documentation of students' reflections as linked to evidence of their practice, as well as an ongoing record of the Students' learning journey, rather than just a showcase collection of work. According to Nickel (2006) students require guidance to take full advantage of the potential learning experience an ePortfolio offers. This presentation will look at the experience of the introduction of e-portfolios in a one-year graduate diploma programme at the University of Auckland, and seek to draw parallels between the implementation experience and the literature. Reference will also be made to Stefani, Mason and Pegler's (2007) argument that, when discussing the topic of preparing users to use the ePortfolio, educational institutions must assume responsibility for creating independent learners who will be able to learn not only within the confines of the institution but in their workplace, their social environment and throughout their lives. The experience to date of project participants confirms that students require guidance to take full advantage of the learning potential that an ePortfolio offers and, consequently, that staff need training in the use of the wider pedagogical approaches required to guide the successful implementation of student ePortfolios.