Exploring the pedagogy and impact of technology on ePortfolio creation for arts students in Australian tertiary study

The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies acquired by students to select authentic evidence to document achievements and skills as a graduate. Many educators use ePortfolios as a learning tool and through the introduction of reflection, or reflective practice activities the ePortfolio has the potential to be a powerful tool for all learners. This paper reports the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students at four tertiary institutions in Australia. It explores how the artist perceives her/himself and the choice of evidence selected to showcase development, thus highlighting aspects of artistic identity versus professional career identity. ePortfolio development involves reflection, organisation and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed during tertiary study. The creation of an ePortfolio often relies on a student’s ability to collect, reflect and select material that is appropriate; and to exercise the management of their knowledge in such a way that contributes to linking pedagogy and technology. It can also involve students exploring their known ICT skills and, at times, extending these beyond their expectation. This paper will review literature, in addition to reporting initial experiences of academics and students where the ePortfolio has been implemented into curriculum for creative and performing arts degree programs. Results show ePortfolios allowed students to achieve a demonstration of artistic capabilities and revealed that students have increased their ability to plan, implement and assess their learning reflectively; and to understand documentation relevant to Arts careers. Students developed a greater competency in their educational beliefs, pedagogical skills, University generic attributes, technological expertise and ability to address employment parameters required by employer groups and such professional bodies