Abstract
Existing implementation guidelines for ePortfolios frequently assert that a thorough long- term strategy is needed. However, the implications of such a demand are not entirely clear. Research on ePortfolios is primarily focused on promoting learning, accreditation or career development of individuals. This paper makes a point for broadening the scope of analysis and design, considering the roles of potential audiences of ePortfolios early on. It is suggested that looking at ePortfolios as community-driven practices provides a fresh approach to student buy-in and motivation. The argument is conceptual in nature, linking the literature on ePortfolio uptake with research on communities. A set of recommendations and caveats about how to get community-embedded ePortfolios started stands as conclusion.
Keywords
EPortfolio, e-portfolio, communities, social networks.