Strategy Now! A review of the literature of ePortfolio use in work integrated learning

Abstract

Since the arrival of Web 2.0 technologies use of ePortfolios in higher education has dramatically increased in all disciplines. These portfolios are used to encourage students to collate and curate their learning experiences. EPortfolios are sometimes used in assessment processes, and this is challenging as views are mixed as to how a fluid and dynamic portfolio of learning can be effectively assessed. Issues such as access, security, privacy and ownership are further complicating the use of portfolios. There is some use of ePortfolios in work integrated education, and while some practitioners are convinced of the benefits for students, host organisations and academic institutions, other point to significant challenges in implementation and creating positive student learning experiences. This paper is a summary of the writing and emerging issues from implementation of ePortfolios in work integrated learning.

EPortfolios offer a range of advantages over traditional methods of collation and curation of learning experiences and development. Within an ePortfolio students have the opportunity to collate artifacts, reflect on their practice and plan their professional development. They can tailor their portfolios for different purposes and audiences.