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Students’ ePortfolio for Entering into the Labour Market

Edited By Laura Malita and Regina Egetenmeyer

In the last few years, ePortfolios and ePortfolio 2.0 have become buzzwords in the education and learning community used for different purposes and meanings. The book gives an innovative way of dealing with the problem of student unemployment by explaining the main aspects of using ePortfolios as a method for employability, career development, reflection, assessment, consultancy, presentation and communication. This publication results from the research work undertaken by the partner institutions involved in the Project Learn about finding jobs from digital storytelling which had the main purpose of enhancing graduates’ employability.


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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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