ABSTRACT
In previous chapters, the issue of what tools to use for successful e-portfolio implementation has been mentioned in overall contexts. The aim of this chapter is to focus specifically on current thinking relating to e-portfolio systems. The IMS e-portfolio specification suggests that the types of information an e-portfolio can contain are:
about digital and non-digital works created or part-created by the subject
about the subject of the e-portfolio
about activities in which the subject has participated, is participating, or plans to participate
about the competencies (skills, etc.) of the subject
about the achievements of the subject, whether or not certificated
about the subject’s preferences
about the subject’s goals and plans
about the subject’s interests and values
any notes, reflections or assessments relevant to any other part
the results of any test or examination of the subject
contextual information to help the interpretation of any results
the relationships between the other parts of the information (see elsewhere for discussion)
about the creation and ownership of the parts of the e-portfolio.
It goes on to provide six categories of e-portfolio:Assessment – used to demonstrate achievement against some criteria
Presentation – used to evidence learning in a persuasive way, often related to professional qualifications
118Learning – used to document, guide and advance learning over time
Personal development – related to professional development and employment
Multiple-owner – allows more than one person to participate in development of content
Working – combines previous types, with one or more e-portfolios and also a wider archive.
Most institutions would, in fact, want the functionality of all six of these categories. However, most institutions do not adopt e-portfolios for all students and all staff all at once. Rather, the initiative is usually led by one or two early adopters for use on one course or programme. This makes it difficult for an institution to determine which product will best meet its needs.