Entry Profiles• Pros

Transparent + Justifiable (part. Widening participation)

Cross-referencing

Ability + opportunity to articulate

Confidence building

• Cons/RisksMechanical

Continuity

Consistent understanding of the ‘rules’

Institution: loss of control of the portfolio

Informal Services for different kinds of learners? What do they need?

More drive in subject/course specific areas

Some learners uncomfortable with ‘e’ aspect

Need to learn how to reflect - early!!

If institutions don’t recognise skills, learners want owner in control!

Learners don’t always realise the importance of reflecting on personal experiences too

Owner needs to have control over what others see

Time to reflect!

Encouraging inclusion of activities outside of traditional learning environment

How can you get learners to take the initiative to reflect?

Identify achievements

and areas for improvements / development Links to advise

and guidance services

Learners need to see the use

Need to offer choice – ePortfolios should be an option, not a norm or an obligation

1. Course entry profiles are not only looking at formal competencies

2. Need to look at information valuable for a range of destinations, e.g. education, community involvement, etc.

3. If system is too rigid, it will not encourage reflective discussions

4. Service that doesn’t preclude the social software that users use, e.g. images

ePF Fss (Professional ePFs and Personal ePFS) – morphing

Gender differentiation

Managing ownership rights

Implications of transferability BUT availability of fresh start

ID issue

Assessment

Presenting / recording

Confidentiality

Validation

Time

Stakeholders

Privacy

Ownership

Access

Currency

• Range of activitiesDeliberate / incidental

• Technologies involved

• Collaborative• Complex /Rich/Dynamic

Learning Space

Learners’ usagePractices

Family / friendsAgencies

• Course / modules• Recording of

achievement• Skills (transcript)

• Skills (other)

• Resources• Practices• Institutions• Employers

Formal Learning

Assessment

Accredit - how?

Presenting Recording

Forms of Evidence

Confidentiality

C.V. e.g. Leadership

Validation

Time?

Contributors/ stakeholders

Informal Learning

Early start on reflective learning

ePFs and non-traditional learners

Data Protection

Awarding bodies

Mass business needs

ePF and status of unassessed PDP