Functions and Pedagogic Processes
This view of an e-portfolio is supported by Graham Attwell and is shown as the seven functions of an e-portfolio that can be mapped against different pedagogic processes.
| Recognising Learning | This is straightforward if within the formal education system, but gaining some form of recognition or credit for lifelong learning is more problematic. |
| Recording Learning | What should be recorded in an e-portfolio? Everything/summary of past with detail of current? This has space implications. |
| Reflecting on Learning | Reflection is central to the learning process. This may be private, shared or public. Some learners find this aspect of learning difficult; journals and blogs can help here. |
| Validating Learning | Proving that the learning has taken place. This may be formal with tutor feedback and transcript or informal through self-assessment/peer feedback/a link to a product (artefact/asset) that demonstrates that the learning has taken place. |
| Presenting Learning | Need to be able to present the learning products in different ways for differing purposes, e.g. assessment or verification, interview, demonstrating to oneself that learning has taken place. |
| Planning Learning | This is linked to reflection: reflect in order to plan the future. What does the learner want to achieve and what is achievable given constraints? In a formal learning setting this could assist choice at the course/module level or steer choice within assessment. |
| Assessing Learning | External verification that learning has taken place. For example, this may be formal as in a tutor marking to previously agreed/stated criteria or informal by peers using stated criteria. |
