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This paper aims to present an ePortfolio project led for two years in a multilingual and interdisciplinary Master’s program in public discourse and communication analysis offered by the Faculty of Arts of the University of Lausanne (Switzerland). Globally, the project – named Learn to communicate skills – offers a reflection about academic skills and their transferability to the professional world. More precisely, the aim of the project is to make students aware of the importance of reflexive learning to make their skills transferable to other contexts. In this respect, the team in charge of the project has chosen an ePortfolio approach because it is intended to facilitate the expression and documentation of individual skills developed by students as part of a complex program.  
 The 21st century has initiated an intensive discourse on new learning technologies especially in the context of a constructivist learning paradigm in primary, secondary and tertiary education (cf. Collins, Halverson 2009, Baumgartner et al. 2009, Wiley 2009, Strasser 2011, etc.). Among the wide range of educational tools, the use of ePortfolios especially in the tertiary sector has been in the centre of attention: “At the moment, the integration of electronic portfolios in higher education is an important topic in the e-learning community.” (Mayrberger 2009, p. 91) Several experts claim that “a large and growing body of literature examines the various features of the software [i.e. ePortfolio software] and the different kinds of application scenarios that exist for instruction and education.” (Baumgartner 2009, p. 13). Therefore, it can be stated that there is a generic but steadily growing interest in using ‘unconventional’ tools like ePortfolios especially in education (cf. Himpsl-Gutermann, Bauer 2011, Mayrberger 2009, Strasser et al. 2012, etc.). One very simple but logical reason for these...
In initial Teacher Training (ITT), the technology rapidly being adopted to support the development of trainees into fully qualified teachers who can demonstrate competencies against the required standards is the ePortfolio. This research investigated how trainee teachers use an ePortfolio on one year Initial Teacher Training Courses. For the first year of research (Pilot phase cohort one) a commercially produced ePortfolio was adopted for the course, incorporating a range of tools, marketed as a personal learning space for multiple uses accessible through the internet. For the second year of research (Main Study cohort two) the tutors designed an ePortfolio using tools available on the University Virtual Learning Environment allowing the trainee to complete and upload work to be assessed against course criteria. The decision to change the ePortfolio after the first year was a direct response to the reported negative experience of both students and tutors.  
The potential uses of Web 2.0 tools are investigated in case studies of several hybrid academic courses with an emphasis on their usability and potential for improvement of pedagogy (creativity, collaboration, peer-to-peer learning, etc.). More than 35 different Web 2.0 tools were included in courses in the 2009/2010 academic year and for 20 of them a detailed usability survey was performed. Conclusions are made regarding the choice of Web 2.0 tools for academic education, the integration of artifacts produced by the students in wiki, blog, online community tools, e-portfolio, or Moodle LMS. These activities were performed as part of the EduWeb2.0 project and are discussed from the aspects of technology, pedagogy, innovation, and usefulness.
 Modernisation of educational process and implementation of the Bologna principles brought to the universities great pressure. Regardless lengthy history and institutional status in education they have to adapt to society requirements in order to survive and maintain their position. Realisation of these changes through the use of technologies became inevitable. Cousin (2005) states that technology works dynamically with pedagogy and is not inter and separate from human beings. One of e-learning tools that were recognized as valuable in enhancement of the quality of teaching and learning and orientation towards student-centred learning is eportfolio. E-portfolio can have several purposes in education, from storing learners’ work, recording achievements, for presentation and marketing purposes, to becoming valuable learning activity in education process. It has been present for a decade and its benefits in education were immediately recognized with predictions for prominent future. But today, it is still being rediscovered, explained and introduced...
In the online learning environment it is important to select an effective way of presenting the artifacts that are created by the students who perform various course related assignments. In this paper the authors discuss the features of ePortfolio systems, usability issues, adoption problems, and other issues that are relevant for the effective use of an ePortfolio as an educational tool. However, the main focus of the paper is on the practical experiences in the use of an ePortfolio system for the presentation of students' artifacts and assessment of their work. Two case studies of ePortfolio usage for assessment purposes are presented in this paper.Add-on (2015-07-23) by Andrea Ghoneim: the mentioned paper is obviously the following:Ćorić, Ana; Balaban, Igor; Bubaš, Goran.Case Studies of Assessment ePortfolios // Proceedings of the 14th International Conference Interactive Collaborative Learning (ICL 2011).Piestany, Slovačka : IEEE Xplore, 2011. 89-94 (predavanje,međunarodna recenzija,objavljeni rad,znanstveni).