Abstract
The use of e-portfolio is becoming more widespread as an established practice in higher education with a growing body of research supporting the inherent deep learning benefits. It is espoused as an ideal pedagogical tool, conducive to student-centred learning where engagement and investment in the learning process are key. The recognition of learning beyond the classroom and appreciation of diverse, personalised approaches to learning are fundamental to this medium, and as such, the very basic premise of an e-portfolio functioning as a place to host information has been surpassed significantly.
 This is a report on the use of e-portfolio as a multifunctional tool for the music degree programme at Waterford Institute of Technology (WIT). While the primary purpose was the use of e-portfolio to create a collaborative yearbook for final year students, ultimately this expanded into the areas of marketing, recruitment, and staff professional development as a direct result of dissemination pathways. While the promotion of e-portfolio as a valuable pedagogical tool remains a priority, the specific possibilities for maximising the potential of the e-portfolio beyond the purposes of student-centred learning that emerged in this case gave rise to further thought on future creative applications.
Highlights
E-portfolio has been identified as an effective tool in supporting practice-based educational programmes (Nettleton, Lowe, & Dorahy, 2008)
The yearbook falls into Coppola’s Type 2 e-portfolio classification (Batson, 2007; Nettleton, Lowe, & Dorahy, 2008) as it incorporates achievements beyond one subject and extends into professional experience, thereby establishing the basis for a professional portfolio that could be developed further with a view to employment or career progression. This was an attractive prospect for participants and the potential for further development is pronounced in this instance due to the collaborative nature of the yearbook and the fact that the students had a limited amount of individual space. This may be viewed as a micro approach as one e-portfolio was produced between the group, the inherent deep learning benefits arising from peer learning and collaborative practices, in addition to opportunities for individualised input, were ever present (Tosh, Light, Fleming, & Haywood, 2005)
The potential of the e-portfolio to bridge the gap between educational, professional and personal life experiences (Clarke & Eynon, 2009) emerged in this case, with the ethos of the yearbook undoubtedly contributing to this actuality
Summary
E-portfolio has been identified as an effective tool in supporting practice-based educational programmes (Nettleton, Lowe, & Dorahy, 2008). The group responded well to the suggestion of developing a yearbook which would incorporate individual and collaborative entries to showcase their work and capture reflections on their learning experience.
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