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This article presents a map of the electronic portfolio practice in Spanish universities gathered through the National Electronic Portfolio Net between the years 2006 and 2008. The Net consists of 16 research teams in universities and company teams from different parts of the country, who have experience in undertaking actions aimed at developing electronic portfolios (eportfolios).  The map was drawn after analysing 81 university experiences. The type of portfolio, the kind of software or technological applications used, the aim and the structure are the main features of the experiences taken into account for the analysis. The results and implications presented in this article promote reflection on issues related to the development of portfolio practices in the eportfolio variety.    El artículo presenta un mapa de las prácticas sobre el portfolio electrónico en el ámbito universitario español, que han sido recopiladas a través de la Red Nacional de Portfolio electrónico durante los años 2006-2008. Esta red está formada por 16 equipos...
Barberà, E., Gewerc, A., Rodríguez, JL. (coord.) (2009). Revista de Educación a Distancia, Número monográfico VIII. Disponible en:
Commencing with a summary of the role of ePortfolios from EDUCAUSE, whose mission is to advance higher education by promoting the intelligent use of information technology, the distinctive characteristics of ePortfolios are outlined and salient differences from conventional portfolios in terms of process and outcomes are explored. Having considered the attributes of a mature ePortfolio, the paper focuses on pedagogical and technological issues for students and staff to move to mature ePortfolios. While accepting the valuable role ePortfolios can play in higher education, and that students increasingly come to the tertiary sector with expectations and experience that appear to warrant this approach, the paper concludes that decision making in this area is not yet adequately supported by research. Educators need to be open to the promise ePortfolios offer their students and staff but be aware of the implications for their adoption. Published in: Canadian Journal of Learning and Technology, Vol. 31/No.3/2005. 
The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process. Articles are published in English or French.
Dealing with electronic portfolios is complex and demanding. Especially the implementation at the educational institution and the proper integration in daily demands of ongoing teaching and learning processes poses many challenges for students and teachers alike. This paper proposes an educational taxonomy as methodological approach to overcome some of these diculties. Theoretical foundations, construction and use of this general framework will be presented, its application for e-portfolios discussed. The goal is to develop a pattern language for electronic portfolios in higher education. Peter Baumgartner (2011: Educational Scenarios with E-Portfolios. In: SCO 2011, ed. by Petr Sojka and Martin Kvizda, pp. 3-12, Masarykova univerzita, Brno, muni Press (ISBN: 978-80-210-5528-5). [Reprint of a paper, presented at the 7th confernce on Statistical Computation and Complex Systems (SCO 2011), Padova, Italy, 2011. Original publication: SCO 2011, ed. by Petr Sojka and Martin Kvizda. Masarykova univerzita, Brno, muni Press, pp. 3-12.]
Like a shop window facing the street and displaying delicate or valuable articles, an electronic portfolio showcases required skills of students and demonstrates that they understand how to apply their process. However, the work with electronic portfolios is complex and demanding. Compared to experts, novice users – teachers as well as students – face a number of challenges when they try to draw on the experience of others, especially when they want to implement e-portfolios in their university or college courses and when they try to create their first own e-portfolio views respectively. Even for experts on e-portfolios it is sometimes hard to explain how to best use e-portfolios for learning purposes. There are a few guidelines which help with the basics, but what is missing is a common language for describing e-portfolio practice. This paper, making use of Christopher Alexander’s work on patterns and pattern languages, and drawing on pedagogical design patterns which already exist, presents the authors’ first steps towards a pattern language for...