Monash ePortfolio

What is an ePortfolio?

The Monash ePortfolio is a tool for students to create an online portfolio of their work, allowing them to demonstrate skills development, reflect on their progress, and collect evidence of their learning.

This portfolio, in whole or in part, can be submitted for assessment through Moodle. This can be a highly authentic form of assessment, as it can be used to capture the development of a concept or skill over time. The portfolio can also be shared with external stakeholders such as placement supervisors for comment, and students can download and retain the contents after completing their studies.

Unlike a typical written assignment, where teachers set a question and students submit an answer in a defined format, the ePortfolio gives students a wide scope in how they curate and present their own work. Teachers can supply a template with embedded instructions, but the students maintain a high degree of control over both what they present and how.

Important

Before creating an ePortfolio, contact your Faculty Educational Designer before using the ePortfolio tool to ensure optimal setup and usage.

Structure of an ePortfolio

The ePortfolio is constructed like a website. It consists of a series of Pages, which are essentially webpages. Each Page is constructed from Modules that the user can add to the page, organise, move and resize. It is these Modules that contain the actual content, with each Module catering for a different content type. This can include text, images, videos, file uploads, journal entries, CPD activity records, or other items. Individual Pages can be gathered into Collections of related material, and Pages or Collections can then be shared, or even submitted through Moodle for assessment.

Creating an ePortfolio

All Monash students have access to the ePortfolio platform, and can create Pages and Collections. Teachers can share a Template with students that includes pre-configured Pages or Collections, with embedded instructions to support them in meeting assessment criteria.

Note: Even though you have supplied students with a template, they can reorganise those elements if they so choose.

infographic about eportfolio uses

“Understanding how to organise an e-portfolio in Mahara and its link with Moodle” from Bath university, used under a CC BY 4.0 /Adapted from original

Learn more

Benefits of using ePortfolios View

Expand the accordions below to learn more about how ePortfolios can impact education delivery and assessment

ePortfolios facilitate experiential learning by enabling the collection, curation, and sharing of artefacts that evidence a student’s authentic learning activities over time.
Students learn well when they are actively engaged in practices related to their discipline and interests (Kolb, 1984; Lave & Wenger, 1991). As they do this, they can generate a wide range of artefacts including reports and plans, photos and recordings of their practice, output files and models - both draft and final versions, notes and transcriptions, among other things. Collectively, these artefacts can be stored in the ePortfolio, providing rich evidence of what they have done and what they have learned over time.
Alongside these collected artefacts, learners can share their reflections about their authentic learning experiences, as well as their growing understanding of course concepts and their personal development. Linking their reflections to specific artefacts in their ePortfolio can offer valuable context and evidence to anchor their ideas (Yancey, 2016). Reflection is widely seen as a vital part of the experiential learning process (Boud & Walker, 1998).
The use of ePortfolios over time, with learners building their collections gradually, creates opportunities for educators to support learners with feedback as the ePortfolio develops. When learners are on remote placements, this can be particularly valuable in terms of informing pastoral care based on the artefacts that the learners are contributing (Young et al. 2017).
As learners develop their ePortfolios, they curate the content for assessment and/or sharing (Gonzalez, 2017). In doing so, they progressively work through different levels of Bloom’s Taxonomy, in Understanding the material they are collecting, Analysing its relevance and Evaluating its value as evidence (Bloom, 1956).
One of the most effective ways to use ePortfolios is at a program or whole-of-course level, across the entirety of a learner’s time at university (Eynon & Gambino, 2017; Yancey & Rhodes, 2019). The learner gets access to their ePortfolio on the first day of their first unit and is supported to maintain it all the way through their course. This means that concepts and activities from a range of units are combined over time to form a unified whole, which creates a rich set of perspectives which can be inter-disciplinary and also draw on learners’ own relevant extracurricular activities.
Taking a programmatic approach to ePortfolios has the added benefit of creating opportunities for learners to track their progress through course learning outcomes and also to see what outcomes lie ahead. Some ePortfolio platforms include tools that enable educators to create matrices of learning outcomes and graduate attributes that can be linked directly to artefacts and marked complete when appropriate. Contextualising their learning and seeing its relevance to their lives and careers are strongly tied to learners’ intrinsic motivation in Knowles’ work on Andragogy/Adult Learning Principles (Knowles, 1984).
Ongoing use of an ePortfolio tool creates opportunities for learners to create and manage digital artefacts in many formats, work with web technologies and engage meaningfully with a wider community of peers and disciplinary practitioners by sharing their ePortfolio online. The work of Siemens (2005) and Downes (2005) on Connectivism highlights the way we all increasingly develop knowledge and understanding as part of larger networks and using ePortfolios can facilitate this.

Recommendations for using Monash ePortfolio View

Expand the accordions below to learn more about how Monash ePortfolio can be used in different ways

Use ePortfolios as a showcase View

Encourage students to build a portfolio of their design or written work generated throughout their studies. ePortfolios allows students to incorporate multiple media formats such as audio, visual, web links, and academic writing into their ePortfolios. Implement peer assessment in stages throughout the course to help students refine and structure their portfolios into coherent stories about their skills and talents.

Portfolios can be used for formative or summative assessment. Additionally, students can refine and use their portfolio to showcase their work to various audiences. Organise a virtual or in-person exhibition where students showcase their ePortfolios to the class, faculty, and possibly external audiences. Portfolios can supplement employment applications and boost confidence for students entering the workforce.

Example 1
Example 2
Example 3
Example 4

Arts students can create a 'digital gallery' in the ePortfolio, showcasing their creative projects, including paintings, sculptures, and multimedia installations. By incorporating high-quality images, videos, and descriptions of their work, students can highlight their artistic skills and conceptual thinking.

Design and engineering students can use the platform to compile portfolios of their projects, such as architectural designs, engineering prototypes, and CAD drawings. By including detailed project descriptions, design processes, and technical specifications, students can demonstrate their problem-solving abilities and technical expertise.

Pre-service teachers can use Monash ePortfolio to compile a portfolio of teaching artefacts, such as lesson plans, instructional materials, and student work from their placement classes. By including reflections on their teaching experiences and feedback from mentors, they can demonstrate their pedagogical skills and growth.

Music students can gather media recordings of their performances into an ePortfolio, including solo pieces, ensemble works, and compositions. By adding contextual information, such as sheet music, performance notes, and reflective commentaries, they can provide a deeper understanding of their musical abilities and artistic journey.

Graphic design students can showcase a range of work, including brand packages, logos, and web design projects that highlight their creativity, technical skills, and design processes.

Use ePortfolios for assessment View

Students submit regular entries or project updates, which are compiled into a final ePortfolio for summative assessment. Opportunities are provided for formative assessment, collaboration and peer assessment. This approach facilitates opportunities for formative feedback that helps students develop and improve their output throughout the assessment period. Assessments can be structured to allocate percentages for both formative and summative components. Assessing a portfolio permits greater transparency of the process than assessing only a final product, which strengthens academic integrity. Through an iterative process, students produce improved final products, having had summative feedback from peers, educators, or both, throughout the compilation of their portfolio.

Example 1
Example 2

Nursing students analyse case studies in their ePortfolios. They collaborate with peers and receive feedback from educators to generate thorough diagnoses and comprehensive treatment plans. Students compile detailed patient care scenarios, document their clinical decisions, and support these with evidence from current best practices, allowing for an authentic demonstration of skills and knowledge that closely mirrors real-world nursing responsibilities.

Science students use their ePortfolios to document lab experiments, including hypothess, methodologies, results, and analyses. Instead of, or in addition to, submitting a report, students create an ongoing record of their scientific investigations. This can include multimedia elements such as videos of experiments, annotated diagrams, and links to relevant research. This format allows students to demonstrate their understanding and application of scientific methods in a comprehensive and dynamic way, offering a richer assessment than traditional lab reports.

Science students use their ePortfolios to document lab experiments, including hypotheses, methodologies, results, and analyses. Instead of, or in addition to, submitting a report, students create an ongoing record of their scientific investigations. This can include multimedia elements such as videos of experiments, annotated diagrams, and links to relevant research. This format allows students to demonstrate their understanding and application of scientific methods in a comprehensive and dynamic way, offering a richer assessment than traditional lab reports.

Use ePorfolios for reflective practice View

Promote meaningful reflective practice by encouraging students to document their learning experiences, challenges, and achievements. Ask students to add multimedia elements such as photographs, diagrams, audio, and video to support their reflections, and add annotations on each. This reflective process helps students develop critical thinking skills and a deeper understanding of their learning journey.

Example 1
Example 2
Example 3

Reflect on Professional Practice

Nursing students reflect on clinical experiences and patient interactions. Pre-service teachers record their reflections throughout teaching placements.

Reflect on Singular Learning Experiences

Students reflect on specific learning experiences such as field trips or lab sessions.

Research Journey Documentation

The ePortfolio is used as a journal to record thoughts and experiences throughout the research journey, as part of a greater research-based assessment piece.

Use ePortfolios for group work View

Support group work and collaborative learning using ePortfolios. Students can create shared ePortfolios where they document their collective progress on projects or assignments. This approach encourages regular posts and reflections, promoting peer interaction and collaborative problem-solving.

Using Monash ePortfolio for group work offers several benefits: it enhances collaboration through shared ePortfolios and group functionalities, centralises documentation to improve efficiency and organisation, and improves accountability by documenting individual and group contributions.

Since Monash ePortfolio integrates with Moodle, enabling seamless submission of portfolios for grading and feedback and transparency into the contributions and groupwork.

Example 1
Example 2
Example 3

Collaborative Research Projects

Students work in groups to research and analyse an issue. Each group uses a shared ePortfolio to document their research process, compile data, and present findings. They include multimedia elements such as interviews, surveys, and videos.

Collaborative Design Projects

Students collaborate on design projects, using a shared ePortfolio to document each stage of their project development. They include drawings, images, and progress reports. The ePortfolio serves as a central repository for all project-related materials, enabling team members to coordinate their efforts, address challenges collaboratively, and refine their designs based on ongoing feedback.

Interdisciplinary Field Studies (e.g. RED)

Students from different disciplines work together to investigate an environmental issue, for example. They use a shared ePortfolio to record observations, upload photos and videos from field trips, and annotate their findings. This collaborative approach allows them to integrate diverse perspectives and expertise, fostering a holistic approach to environmental problem-solving.

Introduction to the Monash ePortfolio interface View

Education Performance Standards Framework

You can use the tabs on the left-hand side menu to navigate between the sections or click on the links below:
1. The How-to section provides you with instructions and/or strategies to implement in your teaching.
2. The Frequently asked questions section is a collection of common queries
3. The Supporting your students section provides you with key strategies for creating a good learning experience and a list of resources to share.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20(24),1.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: the challenge of context. Studies in Higher Education, 23(2), 191-206.
Downes, S. (2005). An Introduction to Connective Knowledge. Stephen Downes. https://www.downes.ca/cgi-bin/page.cgi?post=33034
Eynon, B. & Gambino, L. (2017). High-impact ePortfolio Practice. Stylus Publishing.
Gonzalez, J. (2017). To Boost Higher-Order Thinking, Try Curation. Cult of Pedagogy. https://www.cultofpedagogy.com/curation/
Knowles, M. S. (Ed.). (1984). Andragogy in action (1st ed). Jossey-Bass.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. FT Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 9.
Yancey, K.B. (ed) (2016). A rhetoric of reflection. Utah State University Press.
Yancey, K. B., & Rhodes, T. L. (2019). EPortfolio As Curriculum: Models and Practices for Developing Students’ EPortfolio Literacy. Stylus Publishing, LLC.
Young, T., Mitchell, K., & Cross, R. (2017). A mobile first Clinical Assessment model. Owning, Supporting and Sharing the Journey, 105–112. https://eportfoliosaustralia.files.wordpress.com/2017/09/ebook_eportfolioforum_2017_papers_v1_20170907.pdf

Note

Read the Monash University External Reviewer Data Protection And Privacy Collection Statement to learn how Monash University collects, uses, stores, and may share external reviewers’ personal data in connection with the external review process for student assessment, placement/professional verification, quality assurance, governance, and compliance.

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Next: Create ePortfolio pages and templates

Draw inspiration

Mahara podcasts

Host Kristina Hoeppner talks with portfolio practitioners, researchers, learning designers, students, and others about their portfolio story.

Eportfolio Based Assessment - Inspiring Exploration and Supporting Evaluation for Practitioners (eBook)

A collection of case studies of ePortfolios within a diverse range of disciplines from educators in Ireland and the UK. Funded by the National Forum for the Enhancement of Teaching and Learning. Edited by Lisa Donaldson, Dublin City University.

Field guide to ePortfolios

Assembled by the Association for Authentic, Experiential and Evidence- Based Learning (AAEEBL), the 'Field Guide to ePortfolios', provides an authoritative guide for how to understand ePortfolio in the context of higher education.

Exemplars of DCU Best Practice with ePortfolio based assessment

Case studies from Dublin City University that demonstrate the different ways ePortfolios can be adopted for summative and formative learning in a range of disciplines. Edited by Lisa Donaldson.

Digital Ethics Principles in ePortfolios

Developed by the Digital Ethics Task Force, this resource is designed to support a variety of stakeholders, including students, faculty, staff, and platform developers in implementing ePortfolios with digital ethics at the centre of their design.

Learning Portfolios in Higher Education (2018)

Created by Darina Scully, Michael O'Leary and Mark Brown, this report synthesizes and critically reviews the literature pertaining to its use in universities and higher education institutions.

The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.
Impact on student learning				Impact on educational knowledge		Impact on educational environment
Effective teaching and learning	Responsive program design	Student- centred orientation	Professional learning engagement	Pedagogical content knowledge	Education research performance	Education innovation	Education leadership
✓	✓	✓				✓
You could address these Practice Elements by providing evidence of how you: Use ePortfolios to create authentic, sustainable learning experiences with opportunities for critical reflection, as well as formative and iterative feedback from peers and educators. Implement ePortfolio tasks that are meaningful and useful to students throughout a unit, across a course, and beyond their studies. Align ePortfolio tasks, activities, and evidence requirements with current best practices and industry standards. Design ePortfolio activities that incorporate rich multimedia and offer students flexibility and choice in demonstrating their learning Integrate ePortfolio technology through creative learning and assessment activities that capitalise on its unique affordances over more traditional tools.

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