Instructional design/ePortfolios/Summary

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Summary[edit | edit source]

In this module, you have learned about ePortfolios and their purposes, the benefits and challenges of Eportfolio design and development, types of artifacts that can be included in ePortfolios, and strategies for developing a good ePortfolio. ePortfolios can be designed for different purposes:

  • Career search
  • Evaluate a course
  • Document knowledge, skills, and learning experiences
  • Showcase projects, products, or services
  • Share best practices

Different criteria can be used for evaluating ePortfolios. The purpose of an ePortfolio and its audience determines selection of artifacts. For example, a job seeker should include a CV or resume, contact information, description of skills and abilities, learning experiences, and proof of your skills and abilities. The audience of ePortfolios can be:

  • Students
  • Teachers
  • Parents
  • Job seekers
  • Evaluators
  • Employers
  • Institutions
  • Professionals
  • Photographers
  • Designers
  • Artists
  • Models

Value and impact of ePortfolios in education is very high. By creating ePortfolios, students will gain personal confidence, get feedback from peers, teachers, and it will deepen their learning.

Tools for creating ePortfolios[edit | edit source]

ePortfolios can be created within learning management systems; using special software programs and services. Some colleges and universities offer their own e-portfolio services to students. Here are the most popular, simple, and free tools for creating websites. They can be used for creating ePortfolios.

Custom websites for creating ePortfoliosː


Sliding Boxesː


References[edit | edit source]

1. Barrett, H.C. The research on portfolios in education. Retrieved from

2. Coric, A., Balaban, I., Bubas, G. (2011). Case studies of assessment ePortfolios", Interactive Collaborative Learning (ICL), 14th International Conference: 89 - 94.

3. Bryant, L. and Chittum, J. (2013). ePortfolio Effectiveness: A(n Ill-Fated) Search for Empirical Support. International Journal of ePortfolio, 3(2), 189-198. Retrieved from

4. Erice, D. Ertas, A. (2011). The impact of e-portfolio on foreign language writing skills. Ankara University, Journal of Faculty of Educational Sciences, 44(2), 73-94.

5. Ehiyazaryan-White, E. (2012). The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning Within a Personal Learning Environment.International Journal of ePortfolio, 2(2), 173-185. Retrieved from

6. Freidus, H. (1998). Mentoring portfolio development. In Lyons, N. (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 51-68). New York, NY: Teachers College Press.

7. Heywood, J. (2000). Assessment in higher education: Student learning, teaching, programs and institutions. Higher educational Policy Series 56. London, England: Jessica Kingsley Publishers Ltd.

8. Imel, S. (1992). Reflective practice in adult education. Eric Digest No. 122. Columbus, OH: ERIC Clearninghouse on Adult Career and Vocational Education. (ERIC Identifier No. ED346319).

9. Lorenzo, G., Ittelson, J. (2005). An overview of ePortfolios. Retrieved from

10. Mason, R., Pegler, C. and Weller, M. (2004), E-portfolios: an assessment tool for online courses. British Journal of Educational Technology, 35: 717–727. Retrieved from

11. McLaughlin, M. & Vogh, M. (1996). Portfolios in teacher education. Newark, DE: The International Reading Association.

12. Rodriguez-Donaire, S., Amante Garcia, B. (2011). Web 2.0 as an e-portfolio tool", Global Engineering Education Conference (EDUCON), IEEE: 397 - 403

13. Stefani, L., Mason, R., and Pegler, C. (2007). The Educational Potential of e-Portfolios: Supporting Personal Development and Reflective Learning (Connecting With E-Learning) . London, England: Routledge.

14. The International Journal of ePortfolio (IJeP).Retrieved from

15. Wuetherick, B., Dickinson, J. (2015). Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments. International Journal of ePortfolio. 5(1), 39-53.

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