Create. Share. Engage.

What did Prof Dr Mark Brown learn about portfolios in his 21+ years of experience at Massey University and at Dublin City University, working with Mahara? He highlights three lessons: Be clear about the purpose of the portfolio.Support from the institution's leadership.Embed portfolios into programme-wide assessment.Mark advocates for learners to retain the ownership of their portfolio. Most recently, Mark served as the Inaugural Professor of Digital Learning and Director of the National Inst...

Penny Leach, MA, from Catalyst, interviews podcast host Kristina Hoeppner, MA, on her time on the Mahara project since mid 2010, her experience working on Mahara and supporting organisations around the world in their portfolio implementations. Resources European Language Passport and European Language PortfolioEvent 'Celebrating and sharing ePortfolio practice', for the 10th anniversary of Loop Reflect (Mahara) at Dublin City University; includes links to two new volumes of portfolio case stu...

Christa Matlack, MSc, and Associate Teaching Prof Dr Rebecca Thomas from Bucknell University help students go deep into their reflection in their portfolio. They use the Taxonomy of Reflective Inquiry (TORI) to build their prompts for their students. Students can also use OpenAIR, the Open AI Resources, to use generative AI tools to help them with their reflection. The AI does not do the reflection for them though. It asks the questions, based on a specific TORI domain and selected category. ...

Artificial intelligence, in particular generative AI, can produce writing that - at first glance - looks polished. But does that indicate that a student has learned? That this is their own experience? Teaching Professor Dr Theresa Conefrey from Santa Clara University in California, U.S.A., is all for her students using AI to support their writing, to tweak it, and to find ways to express themselves better. However, she advocates for students to stay in control of their writing, reflect on the...

Dipl.-Lehrerin* Enikö Parrag sees portfolios as vital educational practice in schools, vocational education, and beyond, especially at present when artificial intelligence can produce content easily. Portfolios are much more than an educational technology tool. They foster reflection, collaboration, and tell the learning journey of a student. Artificial intelligence can be used to augment portfolio work, for example by creating a first draft of templates and by supporting students in their re...