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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