Edited By Laura Malita and Regina Egetenmeyer
Preface (Laura Malita)
Laura Malita Preface ePortfolios are not a new concept. Since the early 1990s the term “electronic portfolio” has been described in a range of ways as a direct consequence of their growing popularity. Thus, ePortfolio has become a buzzword in the education and learning community in recent years, being used for different purposes and with different meanings. According to Cohn and Hibbitts (2004), the ePortfolio is “…higher educa- tion’s new ‘got to have it’ tool – the show-and-tell platform of the millennium”, being used both in educational activities (by student and teachers) and by institu- tions. In addition, the importance of ePortfolio usage is stressed by the Europort- folio1 organisation’s goal: “…in 2010, every citizen will have an ePortfolio. ePortfolio is a term that is becoming frequently used, with many meanings and labels. In the United States the term ePortfolio is more common, whereas in Europe, we encounter ePortfolio and e-Folio. There are even further terms, like digital portfolio, eP, electronic portfolio, digital notebook and webfolios. Any- how, no matter what the preferred term2, it is important to remember that an ePortfolio3 is best defined by its purpose, i.e. the objective for which the ePort- folio owner has developed his or her ePortfolio. Thus, we can consider: assess- ment ePortfolios, presentation ePortfolios, learning ePortfolios, personal devel- opment ePortfolios, multiple owner ePortfolios, working ePortfolios etc. More- over, from another perspective, we can extend the ePortfolios into: individual ePortfolios, community ePortfolios, organisational ePortfolios, territorial ePort- folios, sectorial ePortfolios etc. Further, ePortfolios can be...
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