Call for papers: ePIC 2013 - The 11th conference on ePortfolio and Identity

29 January 2013

Following the rich discussions triggered by the presence of Mozilla Open Badges at ePIC 2012, the 11th ePortfolio and Identity Conference intends to explore further the concept of 'openness' in relation to the themes traditionally addressed by the conference. In particular, as ePortfolio and Open Badges are containers of personal data, what is their place in what some predict as the next big revolution: Open Me — open personal data?

The conference will take place on 8-10 July, 2013

Deadline for abstracts submission: 11 March



Contemporary media (digital, social and mobile) is transforming the landscape of identity, education, employment, culture, technologies and politics. The centralised, top-down, mass media model on which most of our institutions are based is facing assaults from the emerging decentralised, bottom-up, networked, agile social knowledge media. While old power centres are being challenged, new ones are appearing: they are based on the systematic collection, analysis and exploitation of the mass of data produced in our daily life. And we are busily coding our actions and thoughts for Google and Facebook to monetise them. In this context, how can we create the conditions for the emancipation of individuals towards a truly open society?


Authors are invited to address ePortfolio and identity issues in relation to:

  • open ePortfolio and open badges
  • open identity and open data
  • open learning and open educational resources
  • open assessment and open accreditation
  • open employment and open business
  • open architecture and open infrastructure

Key conference questions, in relation to ePortfolio and identity, may include (but are not limited to):

  • How to support individual and community learning?
  • How to contribute to the identity construction process?
  • How to facilitate the recognition and accreditation learning?
  • How to support lifelong learning, orientation and employability?
  • How to support the acquisition of 21st century skills?
  • How to create an ePortfolio architecture and infrastructure?

Deadline for abstracts submission: 11 March


eportfolio identity open source

Showcase your educational expertise

24 January 2012


23 June 2011

This specification is intended to cover the representation of several kinds of information, centred around individuals, who collect, create, reflect on and use their own information for learning, development, self-presentation, or related purposes. The information is typically authored, or collected, by the individuals themselves, and may cover: what they have done, made, achieved, written, or are proud of; what or who helps or has helped them; what they aspire to; what they are good at; evidence for and reflections on any of these; and perhaps input from other people.

tool eportfolio certification informal learning Personal Learning Environment personalised learning

Unified ePortfolio Calendar

08 May 2011

A collective calendar of educational events and opportunities, inclusive to the world-wide ePortfolio community, and sustainable through the efforts of a collaborative network. We invite academic institutions, active organizations, and ePortfolio crusaders to share events, news, and information with the international ePortfolio community.


ePIC 2011 - 9th international ePortfolio & Identity Conference

08 February 2011

Should everybody have an ePortfolio? How do ePortfolios contribute to the identity construction process? How do ePortfolios support the acquisition of 21st century skills? How do ePortfolios support lifelong learning, orientation and employability? Why are ePortfolio mostly still non-interoperable? To find the answers to these questions, and more, join us at ePIC 2011

The 9th International ePortfolio and Identity Conference (ePIC) brings together policy-makers, researchers, teachers, trainers, human resource managers and technologists. As a thematic event it allows an in-depth and broad exploration of the issues - and results in real outcomes. Past events have resulted in the creation of national and international networks, contribution to policies, contribution to standardisation bodies, establishing partnerships with other communities in the field of digital identity and human resource standards, transnational projects and numerous publications.


ePIC 2011 - 9th International ePortfolio and Identity conference Call for contributions open

29 January 2011

Authors are invited to submit original unpublished research as full papers or work-in-progress, position papers as short papers. All submissions will be peer-reviewed by three members of the programme committee for originality, significance, clarity and quality. Submission Deadline: 31 April 2011


The worldwide emergence of ePortfolios is an indicator of the need to review our approach to education and lifelong learning, at the same time demonstrating that it is possible to make learning and assessment more authentic, integrated and recognised. ePortfolios are at the source of a new generation of tools dedicated to valuing and celebrating the achievements of the individual, from nursery school to lifelong and life wide learning. A technology reinforcing the link between individual, organisational and community learning.

This intuition of the transformative power of the ePortfolio was expressed in the vision of the first international ePortfolio conference (2003, Poitiers, France) which called for the provision of every citizen with an ePortfolio by 2010. Despite a sharp increase in the number of initiatives worldwide, the adoption of ePortfolios remains several orders of magnitude below that which social networks have experienced, although both technologies emerged within the same time frame. Why is this? Is it a sign of institutional resistance (most ePortfolios are institutional, while social networks are non-institutional) or a missed opportunity? To step out of this dilemma one might want to consider ePortfolios, like social networks, as different means to the same ends: the development and projection of our identity, both social and professional.

Placing ePortfolios in the global perspective of identity development leads naturally to posing new questions alongside those working in the field of identity and access management, privacy enhanced technologies and trust architectures: being empowered in the construction and development of our identity requires us to be in full control of our personal data and to be able to share it with the people and services we trust. It is one of the main challenges that ePortfolio providers, as well as the next generation of social networks (and services, more generally) have to face. For ePortfolios to deliver their full potential, it requires a trust architecture, which is as of yet at an emerging stage...



eportfolio identity competence

E-portfolios as tools to assess generic competences in distance learning study courses

30 September 2009
In the field of Education, portfolio usually stands for a compilation of documents describing a particular learning process or a whole learning biography; if it is collected digitally it is called e-portfolio. Since the 1990s portfolios have been increasingly used in all kinds of learning environments and institutions. They typically focus on (long-term) learning processes with a large part of self-reflection.
This paper concentrates on the one hand on university distance learning courses with a good deal of e-learning processes and, on the other hand, on the need to evaluate students’ performance. We focus on the so-called "generic" or "key" competences, which are increasingly in demand as part of academic competence goals. However, generic competences are not easy to integrate in e-learning environments, as they require sophisticated assessment tools because traditional examinations are not enough. This paper discusses the suitability of portfolios in fulfilling these requirements. We intend to develop an assessment portfolio which at the same time integrates elements of self-reflection and feedback.

Firstly, we outline the theoretical and organizational framework on which our proposal is based on. In this context we sketch the underlying competence model and identify generic competences as a part of academic goals. Next, we refer to the institutional and organizational background of distance learning courses. This leads to the necessity to practise assessments and to some conclusions on the arrangement of portfolios. As a last basic step we define the portfolio method according to the purpose of assessment. In the second part we draw the conclusions from these foundations and assume that portfolios are appropriate for stimulating creative, collaborative and scientific learning strategies to set up the referring generic competences. We close the paper with some final considerations and suggestions on designing assessment portfolios, and referring to the “Vocational Learning Arrangements” module in one of our master courses.
eportfolio university generic competences key competences Performance assessment