Vol. 22 No. 3 (2025): ePortfolios reflecting a maturity of pedagogical practice

The aim of the study was to map and assess published empirical studies on the contribution of ePortfolio practice to student wellbeing in higher education. Our leading research question was: What is known in the existing literature on the

The aim of the study was to map and assess published empirical studies on the contribution of ePortfolio practice to student wellbeing in higher education. Our leading research question was: What is known in the existing literature on the wellbeing outcomes of ePortfolio practice in higher education? A scoping review was conducted to identify affective outcomes of ePortfolio pedagogy. The review included 23 papers. Six thematic groupings around student well-being were identified among the included papers: ePortfolios for achieving human potential, ePortfolios leading to self-awareness, ePortfolios enhancing identity formation, ePortfolios supporting connectedness, ePortfolios fostering self-regulation, ePorfolios as stressors.

Trust, relationships, expertise, and connections are essential components in the practice of authentic, programmatic e-portfolio practice. The behind-the-scenes educational practices of Educational Designers, a Program Director and

Trust, relationships, expertise, and connections are essential components in the practice of authentic, programmatic e-portfolio practice. The behind-the-scenes educational practices of Educational Designers, a Program Director and Academics in the implementation and design of student-curated, authentic programmatic assessments is definitely not well researched. Thus, our paper introduces, analyses, and reflects on the different aspects and layers of e-portfolio implementation into a bachelor degree. Through our personal lenses, we uncover some of the key lessons we have learned during this unique opportunity. The paper is not about addressing the technological implementation of the e-portfolio platform, nor simply pedagogical underpinnings; instead, we focus on the convergence of pedagogical practice relationships which are essential during the process of emerging, connecting and sustaining e-portfolios through an ongoing community of practice, within the learning lifecycle.

In contemporary educational settings, the demand for flexible assessment practices has gained prominence due to students' diverse learning needs and preferences. Portfolios have emerged as a versatile tool for facilitating personalised and

In contemporary educational settings, the demand for flexible assessment practices has gained prominence due to students' diverse learning needs and preferences. Portfolios have emerged as a versatile tool for facilitating personalised and adaptable assessment processes. This paper investigates how ePortfolios can cater to students' flexible assessment needs. By examining the benefits, challenges, and implementation strategies associated with ePortfolios, this paper highlights their potential to enhance assessment practices, foster student engagement, and promote lifelong learning. As part of implementation strategies, we provide examples to support teaching staff and institutions in translating the underpinning principles and theory into actionable practice.

Given the current status of ‘English as a global language’, master’s and postgraduate programs in Applied Linguistics and TESOL are becoming an increasingly popular choice for international students in Australia and elsewhere. However

Given the current status of ‘English as a global language’, master’s and postgraduate programs in Applied Linguistics and TESOL are becoming an increasingly popular choice for international students in Australia and elsewhere. However, international students enrolled in such programs often lack practical experience and a potential employment pathway. In this respect, an ePortfolio as an assessment tool has been found to assist students to become independent thinkers as they develop self-regulated, purpose-driven behaviours during construction of their ePortfolio. However, building an ePortfolio is a new concept for many of the international students in Australian higher education. The aim of this case study research was thus to identify the support international students require in completion of their ePortfolios. Research data in this mixed method study was collected through two survey questionnaires applied to international students within a course requiring an ePortfolio as a major assessment item. Results indicate the need for more focused training for these students not only in how to structure their ePortfolios, but also more broadly in the employability skills needed in the Australian workplace. This research will help to improve the design of similar courses, and consequently to improve the learning experience for future international students undertaking such courses.

This paper recognises the importance of digital ethics when using ePortfolios and provides information about the development of a comprehensive resource from the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL)

This paper recognises the importance of digital ethics when using ePortfolios and provides information about the development of a comprehensive resource from the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) Digital Ethics in ePortfolios Task Force’s four-year work. With the public release of ChatGPT addressing ethical challenges in education is critical. Over three years, the global Task Force diligently drafted, refined, and published a suite of digital ethics principles, strategies, scenarios, and resources, which is available as open source. In the fourth year (July 2022-June 2023), the Task Force formed three sub-groups to manage the growing number of objectives. The Development group explored intersections between principles and generative artificial intelligence (GenAI), while evaluating data responsibility. The Outreach group disseminated the work through engaging workshops and publications, which also allowed the wider community feedback opportunities to further enhance the resources. Furthermore, the Research group undertook the ePortfolio Mapping Project to shed light on labour dynamics within ePortfolio practice across North America. The survey instrument was then adapted for data collection in Australia, and New Zealand. The paper highlights the significant achievements of these collective efforts, shares preliminary research findings, and offers valuable insights. It aims to promote ethical ePortfolio usage to enhance teaching, learning and assessment. Practitioner Notes Recognising potential ethical challenges in digital learning is critical. ePortfolios enable integrated learning experiences to meet a range of pedagogical objectives, including the tracking of learning processes as well as end artefacts. Learning how to apply ethical decision-making in using ePortfolios is essential. Comprehensive resources have been developed to assist educators, students, professional staff, and other digital pedagogy stakeholders. Research is underway into current ePortfolio practices which will inform future thinking, advocacy, and awareness.

This study examines the implementation and impacts of an ePortfolio-based professional learning initiative within a Southeast Asian online community of practice (CoP), part of the SEAMEO-AUS EduLink Project. Targeting the development of

This study examines the implementation and impacts of an ePortfolio-based professional learning initiative within a Southeast Asian online community of practice (CoP), part of the SEAMEO-AUS EduLink Project. Targeting the development of educators' competencies in ePortfolio pedagogy, the project engaged 541 educators from various Southeast Asian countries in two online self-paced courses and a series of four expert-led webinars, culminating in a final project webinar. The research utilised course analytics and post-webinar surveys to analyse participant engagement, satisfaction, and perceived learning outcomes. The findings indicate substantial engagement with the courses and positive reception of the webinar series. About 75% of participants completed the asynchronous courses, while 64% found the webinar content immediately applicable to their practice. The webinars, focusing on diverse aspects of ePortfolio use, successfully complement the online courses, with 91% of participants expressing intent to attend future events. This study underscores the effectiveness of combining asynchronous and synchronous learning modalities in professional development, particularly in the context of ePortfolios. It highlights the role of ePortfolios in promoting reflective practice, collaborative learning, and authentic assessment. Additionally, the project's success in fostering a supportive CoP model illustrates the potential of online communities in professional development, especially in regions with emerging ePortfolio practices. The paper concludes by emphasising the value of ePortfolio-based initiatives in enhancing educators' skills and fostering cross-cultural educational collaborations. It offers recommendations for educators and policymakers on implementing similar initiatives, underlining the need for sustainable and contextually sensitive approaches in professional development.

The Education Focussed (EF) Fellowship program was introduced by the UNSW Sydney Pro Vice-Chancellor Education and Student Experience (PVCESE) Portfolio to support EF academics via an EF Fellowship Program in all faculties. The vision was

The Education Focussed (EF) Fellowship program was introduced by the UNSW Sydney Pro Vice-Chancellor Education and Student Experience (PVCESE) Portfolio to support EF academics via an EF Fellowship Program in all faculties. The vision was for cross-faculty collaboration by EF Fellows on strategic projects identified as key for enhancing the student experience. EF Fellows would provide a comprehensive review of the pedagogical scholarship and shared practice expertise in education to develop a deep understanding of the needs and requirements to address various strategic projects. One of these strategic projects was focussed on ePortfolio pedagogy and practice. An important consideration was to ensure that time was granted to EF Fellows. Each EF Fellow was awarded funding equivalent to 0.4 full time equivalent (FTE) for Term 3, 2021 to allow for time to generate thinking and practice around each strategic project. This supported approach enabled the ePortfolio EF Fellowship team to generate a set of recommendations for a roadmap towards a hybrid ePortfolio pedagogy and practice system.

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

Although ePortfolio practices have been with us for a good 20+ years, in some form or another, the options that students and staff now have to represent their professional experiences have expanded over recent years. This is largely due to

Although ePortfolio practices have been with us for a good 20+ years, in some form or another, the options that students and staff now have to represent their professional experiences have expanded over recent years. This is largely due to the plethora of online platforms that allow a user-friendly and templated experience, giving students freedoms they have not previously had, unless they had website development skills. This paper will report on a study of current ePortfolio platform options provided by institutions in Australasia, highlighting a divergence in, and opinions around, what constitutes contemporary good practice. It is fair to say that what was once seen as the responsibility of an institution to provide a dedicated ePortfolio platform for their students has started to fracture and that many institutions are now opting to mediate third-party and/or discipline-relevant options for their students. This paper will look at the pros and cons of these options, but also some emerging trends brought on by the advent of Generative AI, that institutions can now take advantage of.

Assigning ePortfolio tasks to students should not only focus on instruction and activities that connect to real world learning. Humanising the learning experience by constructing an environment and teaching approach that builds trust

Assigning ePortfolio tasks to students should not only focus on instruction and activities that connect to real world learning. Humanising the learning experience by constructing an environment and teaching approach that builds trust, respect and resilience will strengthen learning partnerships, resulting in enhanced achievement for students (Henriksen et al., 2022). The aim of this paper is to consider how embodying a pedagogy of care can humanise the learning experience of ePortfolio activities in an online environment. How could we institute a pedagogy of care when designing ePortfolio tasks with academic colleagues? What strategies do we use to develop a safe space to reflect on our experience? How would a pedagogy of care approach improve student outcomes and inform new ways of working and studying? Findings indicated that implementation of the Modelling and Dialogue phases to support student learning, based on Noddings’ 1988 framework, enabled the students to transform their learning due to scaffolding, building trust and the authors encouraging a collegial environment to share feedback.