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Blended Learning Examples

ePortfolios in Education 2015

ePortfolios in Education 2015

See it in action:

  • ePortfolios and Mahara

    ePortfolios and Mahara

    Presentation by Alan Jervis of 28 April 2015 on his use of Mahara ePortfolio for teaching Secondary PGCE.

Portfolio-type activities embody forms of learning that can be broadly characterised as student-centred i.e. where learning emerges from construction of meaning , from making connections, reflecting on what is known or reflecting on own experiences.

Portfolio-specific tools (like Mahara) can enhance those activities where capturing both the process and the product of student learning is key, for example

  • where student progression needs to be recorded, tracked or reported;
  • where awareness by the students of their own individual learning process is key;
  • where the final product(s) of student work needs to be open or publicly reviewed;
  • where a personal or private space for students is advantageous;
  • where student's metacognitive and self-regulation ability and their development are pursued;


ePortfolio tool can serve a variety of course aims:

  • To create a presentational showcase of achievement and progression (evidencing and showcase of learning
  • To support formal learning and 'learning to learn' (taking ownership of learning)
  • To support overall development (including Personal and Career Development)
  • To support experiential learning and develop self-reflective practice
  • To support learning from assessment and feedforward in the context of academic advisement
  • To support or implement CPD (career portfolios)
  • To build professional skills
  • Develop digital literacy and technology
  • To improve research skills: formulation of a research question, research management
  • Develop awareness of professional skills developed during the program and career pathways