DIFFERENT USE OF E-PORTFOLIO: EVALUATION & INTERPRETATION

2.3. Added value

What added value do the respective groups see in relation to the portfolio work? The following codes could be defined for this purpose:

• Data protection, copyrights
• Digital competences
• Digitalisation in general
• Subject-related
• Individual needs in terms of self-presentation
• Communication, public
• Control, feedback
• Motivation, emotions
• Multimediality
• Learning type
• Retrospective
• Organisation, planning, collection
• Self-reflection
• Tool-related

Students:

The students see the added value primarily in the fact that a collection of learning products is created that can be accessed at a later date. These could be called up quickly (S2) and ideally you would have an overview of the entire course content (S1). The fact that multimedia content can be embedded in ePortfolio tools such as Mahara means that there is great scope for creativity and individualisation. This allows you to align yourself to your own learning type. Furthermore, this enables reflection processes (self-reflection as well as reflection with mentors), among other things, because content can be cross-linked and can be retrieved at any time, but can also be compared with other people. This means that "peer-to-peer control" (S3) is also possible. S1 and S2 also see possibilities in Mahara and the ePortfolio concept as a teaching tool/method.

Teachers:

Teachers see a wide range of added value in the use of ePortfolios in the classroom. They emphasise flexibility, multimedia and application possibilities. L1 emphasises getting to know the pupils better for diagnostics and monitoring as well as the possibility of presenting competence development and individual learning processes. The use of ePortfolios promotes open lessons and dialogue. L2 and L3 emphasise support in diagnostics, the promotion of personal responsibility and interdisciplinary skills as well as differentiation and self-directed learning. L4, who uses ePortfolios most intensively, emphasises the advantages of flexible working, accessibility and the promotion of digital skills. 

Pupils:

The pupil groups see various advantages in ePortfolios. Group SuS1 emphasises the versatility of Mahara for presentations, group work and task planning. For SuS2, the focus is on multimedia and practical application, whereby familiarisation with the tool was motivating. SuS3 sees advantages in the visualisation of scientific content and time savings in preparing for the A-Level. Group SuS4 uses ePortfolios to improve grades and promote digital skills. SuS5 appreciates the support in lessons, the versatility and the creative freedom. Overall, all groups see ePortfolios as an important resource that can be used individually and creatively. They say that certain subjects are better suited to ePortfolio work, such as SuS3 in science subjects and SuS2 in language lessons.