E-portfolios can be used as a tool for career counseling and the consulting process. There are five key processes involved in developing an effective e-portfolio: (1) defining the context and objectives, (2) collecting, selecting, and connecting artifacts, (3) reflecting on the competence development process, (4) presenting and transferring portfolio artifacts, and (5) assessing and evaluating competence development. For both learners and counselors, e-portfolios support reflection, documentation of learning over time, continuous feedback, and a focus on future goals and activities.

1. E-portfolios for the Consulting Process
Mag. Wolf Hilzensauer
Salzburg Research Forschungsgesellschaft m.b.H.
Jakob Haringer Strasse 5/3 | 5020 Salzburg, Austria
T +43.662.2288-323| F +43.662.2288-222
Wolf.hilzensauer@salzburgresearch.at
www.salzburgresearch.at

2. Agenda
| E-Portfolio: A didactical method for learning and competence
development
| Micro and macro didactical considerations
| The 5 E-Portfolio Processes
| E-Portfolios for the consulting process:
CDL-WILL: Looking in a two way mirror!
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3. What is an e-portfolio?
| An ePortfolio is a digital collection of skilfully
completed works of a particular person
(= lat. artefacts).
| Its purpose is to document and represent the
product (knowledge) and the process (learning
curve/increase of knowledge) of a person's
achieved competencies within a specific time
period and towards a particular learning goal.
| The person has to decide which artefacts he/she wants to include
and how to organise them in relation to his/her learning goal.
| As the owner of the ePortfolio, the person has full control of who is
able to see what kind of information of his/her ePortfolio, how much
information and at what specific time.
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(Hilzensauer & Hornung-Prähauser 2006)

4. E-Portfolio Types (1/2)
| Developmental Portfolios: demonstrate the advancement and development of
student skills over a period of time. Developmental portfolios are considered
works-in-progress and include both self-assessment and reflection/feedback
elements.
| Assessment Portfolios: demonstrate competence and skill for well-defined
areas. These may be end-of-course or program assessments primarily for
evaluating the learners‘ performance.
| Reflective portfolios
The purpose is to monitor the owners’ development. It is important to know how
he/she evaluates and analyses him/herself. Therefore it is crucial that portfolios
used in this way contain written reflections by the owner.
| Showcase Portfolios: demonstrate exemplary work and skills. This type of
portfolio is created at the end of a program to highlight the quality of the
competence development, including worksamples
| Hybrids: Most portfolios are hybrids of the types of portfolios listed above.
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Source: http://insight.eun.org/ww/en/pub/insight/school_innovation/eportfolio_scenarios/portfolios_types.htm

5. E-Portfolio Types (2/2)
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Source:
Häcker, T. (2006). Portfolio: ein Entwicklungsinstrument für selbstbestimmtes Lernen. Eine explorative Studie zur
Arbeit mit Portfolios in der Sekundarstufe 1. Baltmannsweiler: Schneider Verlag Hohengehren.

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Micro and macro didactical considerations
staff
development
technical infrastructure
(soft- and hardware)organisational
learning culture
curricula
examination
regulations
guidance to
reflection
assessment
criteria
guidelines for
communication &
interaction
guidelines for
feedback
assignments
methods

7. The 5 e-portfolio processes
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(Hilzensauer & Hornung-Prähauser 2006)

8. Process 1: Definition of context and objective (1/5)
| Breakdown of existing
competences
| Definition of main goals
| Definition of milestones
| Definition of rules,
guidelines and
assessment criteria
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9. Process 2: Collection, selection and connection of artefacts
(2/5)
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| Collection of work samples,
certificates, evidences of skills,
multimedia artefacts
| Selection of artefacts with
respect to the defined
competence development
objectives.
| Storing of multiple steps of
a certain development
process
| Linking artefact with each other
and/or with milestones.

10. Reflection of competence development process (3/5)
| Self-evaluation: What have I learned
and why is it important for my progress?
| What step in my competence
development do I want to demonstrate?
| What milestones did I fulfill?
| What milestones are next?
| Communication and feedback with
advisors and peers
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11. Presentation and transfer of portfolio artefacts (4/5)
| Being aware of ones competences
| Assembling a presentation,
showing the main competences
for a certain goal.
| Preparation for job interview
| Being self-confident in
interview situations.
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12. Assessment and evaluation of competence development
process (5/5)
| Evaluation of the competence development PROCESS and
PROGRESS
| Focus on assessment FOR learning rather than assessment OF
learning
| Giving valuable feedback about the competence development
process
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14. Conclusion: E-Portfolio as a Toolbox for Career Councelling
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15. Conclusion: E-Portfolio as a Toolbox for Career Councelling
| On the learner side:
| Reflection
| Being aware of ones
competencies
| Looking at the competence
development PROCESS from
a meta level
| Continuous documentation of
the learning process
| On the counsellor side
| Assessment FOR
learning
| Being aware of the
plan/curricula
| Focusing on the future
activities
| Giving valuabel feedback
| Active Communication with
learner, peers and
(possible) employers
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Contact
Wolf Hilzensauer
Salzburg Research Forschungsgesellschaft m.b.H.
Jakob Haringer Strasse 5/3 | 5020 Salzburg, Austria
T +43.662.2288-323 | F +43.662.2288-222
wolf.hilzensauer@salzburgresearch.at
www.salzburgresearch.at
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