The document serves as an introduction to e-portfolios and the Mahara e-portfolio tool, aimed at educators, highlighting their definition, benefits, and usage in learning, assessment, and professional development. It emphasizes the importance of e-portfolios as a learner-driven collection of digital artifacts that demonstrate achievements and learning experiences. The workshop encourages group discussions and activities to explore the affordances of e-portfolios compared to traditional portfolios.

1. An immersive introduction to
e-portfolios
and the Mahara e-portfolio tool
By Leonard Low
leonard.low@canberra.edu.au
Teaching & Learning Centre,
University of Canberra
(CC:BY:NC:SA) Creative Commons 2009

2. Icebreaker
 Groups of 4 (or so). In the next 5
mins:
– Put on a coloured tag to identify your
group!
– Please introduce yourselves to each
other. On the papers provided, please
record:
 Your names, and your roles in
education
 Your aims - what you hope to learn
from this workshop (dot points or
concept maps are fine)

3. Your Aims – and Mine
 Groups will now introduce themselves and their aims.
 My aims today:
– To share some ideas on
 What e-portfolios are
 Strategies for using e-portfolios to support learning, assessment,
employability, professional development, and lifelong learning
– To support you as you try out Mahara, an online e-portfolio tool
 So you experience the strengths of Mahara
 So you understand how Mahara can be used for the e-portfolio
strategies we discuss above
 So you also understand Mahara’s limitations and areas it needs
improvement

4. Defining E-Portfolios
 What is an e-portfolio? In
the next 5 minutes, in your
groups, please write down
your thoughts on how you
might define an e-portfolio.
 When we’re all finished, we’ll
share our thoughts, and look
at some other definitions.

5. Some Other Definitions
 “An e-portfolio is a learner-driven collection
of digital objects demonstrating experiences,
achievements and evidence of learning. E-
portfolios provide learners with a structured way of recording their
learning experiences and work history. E-portfolios can be developed
quickly and easily … to capture live evidence through the use of
mobile phones and point-of-view devices, and can include a range of
digital evidence such as audio, video, photographs and blogs.”
Miller (2008) - Australian Flexible Learning Framework

6. Some Other Definitions
“The general characteristics of an e-portfolio are described by the
Centre for Recording Achievement (CRA) as being:
– A “repository” for “artefacts”
– A means of accessing personal information, perhaps held in
distributed databases
– A means of presenting oneself and ones skills, qualities and
achievements to others
– A means of collecting and selecting assessment evidence
– A guidance tool to support review and choice
– A means of sharing and collaborating
– A means of encouraging a sense of personal identity.”
Ward & Grant (2007), cited in Hallam et. al. (2008) - ALTC Australian e-Portfolio Project

7. Some Other Definitions
 “Portfolios, in education and personal or I can has portfolio?
professional development, are collections of
documents and other objects that can be
shown as evidence to support claims a person
makes about what they know, what they have
achieved, and what they can do. As for e-
portfolios, a common starting point is that they
are simply electronic versions of physical
portfolios that contain digital objects instead
of physical objects. They are ‘…the new
generation of the old 3-ring binder’.”
JISC (2006) cited in Stefani, Mason & Pegler (2007)
(Sure – this
one cost
AU$80)

8. Affordances of E-portfolios
 For the next 5 minutes, in your
groups, on the large paper
provided, please brainstorm the
possible uses of e-portfolios as a
concept map.
 Your concept maps will be
shared with, and commented on,
by the other groups… later!
 Some areas to consider (but
there may be more!): learning,
assessment, employability,
professional development, and
lifelong learning

9. Affordances of E-Portfolios (Discuss)
 Over the next 15 minutes, we’ll be discussing some
of the affordances of e-portfolios that you’ve
identified in your groups:
– Comparison of e-portfolios with “binder” portfolios
– E-portfolios of learning
– E-portfolios for assessment
– E-portfolios for employment
– E-portfolios for professional development & lifelong learning
– Any others?!

10. E-Portfolios vs Portfolios (without the Ease!)
Class “Double Bubble” Activity – compare and contrast e- and non-e portfolios.
(Differences get written inside each bubble. Similarities get written in between.)
E-Portfolios Portfolios

11. Affordances: E-Portfolios vs Portfolios
 Can be cheaper and easier to create and maintain for the end
user
 Do not need to be physically brought, or sent, to viewers (e.g.
assessors, employers)
 Can be easily shared with multiple people at the same time
 Can present the same “artefacts” in different ways, for different
purposes/audiences (different “views”)
 Can display media that “binder” portfolios cannot (e.g. film,
audio)
 Can “link” between artefacts or documents, and to the web
 … and many more! (What are Yours?)

12. Affordances: E-Portfolios for Learning
 Collecting materials that track learning: achievements,
successes, and products
 Selecting work based on critical self (or assisted) review and
design
 Recalling and reflecting on previous work
 Projecting (or Directing): identifying learning gaps or goals
and developing action or learning plans for the future
 Presenting portfolios to teachers or peers, promoting
collaborative learning, self and peer evaluation, and setting
students up for PDP and lifelong learning
- Di Biase et al (2002) cited in Stefani, Mason & Pegler (2007)
- Plus yours! (Let’s Discuss…)

13. Affordances: E-Portfolios for Assessment
 Learners gather evidence of learning or competency
into e-portfolio
 E-portfolio serves as basis of self, peer, formative, or
summative assessment
– Consider whether assessment is “for” learning, or “of”
learning
– This may tie in with whether portfolios need to gather
evidence of process, or simply evidence or production
(“finished work”)
– Process: more reflection vs Product: more presentation

14. E-Portfolios:
Learning & Assessment Case Study
 Handout: from University of Canberra “Learning With
Technology (7840)” subject textbook, “Integrating
Educational Technology into Teaching” by
Roblyer and Doering (5th Ed. 2009)
 Note that this “blended” approach to e-portfolios also
incorporates an integrated curriculum strategy
(across several subject areas, and drawing on
multiple learner competencies for completion).

15. Affordances of E-Portfolios for Employment
 Targeted, customised e-portfolios to address
specific selection criteria
 Public “profile” that can be published web-
wide to attract job offers
 Can be made available to multiple employers
simultaneously
 Rich media support, attractive presentation,
and guided creation

16. Affordances of E-Portfolios for PD (e.g.
teaching portfolio!)
Link between learning & teaching portfolios:
– Teaching portfolio is opportunity for considered reflection on
one’s teaching objectives and delivery
– Provides a formal and verifiable record of teaching
accomplishment that can be used for variety of vocational
puposes, e.g. continuation/tenure review, salary review,
professional development planning
– Assists in applying for teaching positions, awards and
prizes
Peter Seldin, 1997, “The Teaching Portfolio: A Practical Guide to Improved
Performance and Promotion/Tenure Decisions”

17. What goes into a teaching portfolio?
 Material from oneself:
– A statement on teaching philosophy & goals
– Statements of teaching responsibilities
– Course/lesson planning guides
– Record of professional development activities
– Evidence of teaching effectiveness such as summaries of student feedback,
evaluations
 Material from others:
– Feedback from peer review and support
– Feedback on course materials
– Student evaluation data
– Honours or recognitions
 Products of teaching/learning:
– Student learning outcomes such as grades & retention rates
– Examples of student work and feedback given to students
– Record/examples of student achievements
- Stefani, Mason & Pegler (2007)

18. E-Portfolios and Lifelong Learning
 Could be created at school or university, and
referenced for rest of life!
 Continued planning, development, updating
 Alumni connections?
 Promotion of university? (Every time a
graduate shows their e-portfolio to an
employer or colleague…)

19. Another view of affordances:
(E-)Portfolio Processes & Ownership
E-Portfolios
External World Learner
Verifying Planning
Recognising
Moderating Validating
Reflecting
Accrediting Assessing
Presenting
Certifying Recording
G. Attwell, 2005, “Recognising Learning: Educational and pedagogic issues in e-Portfolios”

20. A Self-Assessment Activity
In your groups, review your own concept maps
of the Affordances of E-Portfolios, and, with the
extra richness of our discussion, decide how
many “stars” your concept map deserves:
– Up to 3 stars for usefulness, quality and
completeness
– Up to 2 stars for creativity and originality
– Provide your self-assessment, any comments and
score, on the Post-It Notes provided

21. Some Peer Feedback
 In the next 5 minutes, in your groups, look
at the other groups’ maps, and decide how
many stars should be awarded to each
group for their ideas:
– Up to 3 stars for usefulness, quality and
completeness
– Up to 2 stars for creativity and originality
– Provide your feedback and score, on the
Post-It Notes provided
 Don’t worry, there is no
“winner” – every group will
get some stars! 

22. YOUR “Portfolios”.
 We’ll take a break soon.
 When we return, we’ll be looking at Mahara and
applying a lot of what we’ve just been doing in a
“real” e-portfolio tool!
 But first, it’s time to assemble your group portfolios.
We will be using these after the break:
– Names & Aims: Profile!
– Definitions: Reflection!
– Affordances Concept Map: Learning and Assessment!
– Stars: Your Group’s “Award” for Achievement!
 Well done! Please come back in 10 mins…