ePortfolios in Education

With over 15 years of experience as a UX designer and developer, I have found that ePortfolios serve as powerful tools, not only for showcasing one’s professional journey but also for fostering meaningful reflection and career direction. As an instructor at DesignLab since 2020, where I’ve taught portfolio design and career preparation, I’ve seen firsthand how ePortfolios help students tell the evolving story of their professional identities.

Necessary Elements, Benefits, and Limitations of ePortfolios

Effective ePortfolios require several core elements: a clear purpose, an intended audience, organized project documentation, and personal reflection. In design fields, this typically includes case studies, visuals, research documentation, and storytelling that explain the why behind each design decision.

One of the major benefits of ePortfolios is their ability to promote reflection and self-assessment. According to Batson (2011), ePortfolios encourage students to become active participants in their learning journey by documenting growth, evaluating feedback, and iterating on their work. They also serve as dynamic records that evolve with a learner’s skills and goals.

However, ePortfolios have limitations. Most notably, they are constrained by a two-dimensional format. They often flatten the depth of multidimensional skill sets—especially in XR fields—onto a screen, which may not fully capture the complexity or interactivity of a designer’s work. Additionally, NDAs and proprietary restrictions limit what can be publicly shared. In my case, working with Meta and Walmart meant that only public-facing project elements could be included, while sensitive content was reserved for private showcases during interviews.

Reflection and Progress

For students, contributing to an ePortfolio provides structured opportunities to reflect on their academic and personal growth. I often advise students to revisit and update their portfolios annually—not just for job readiness, but for the sake of self-reflection. Asking questions like “How have I evolved?” and “What new stories can I tell?” allows students to see their own trajectory and stay aware of how their identity as a designer, developer, or creator is shifting.

Personally, I use my own ePortfolio to align my work with my evolving mission: "I design, build, and teach immersive tech that empowers people and transforms realities in XR and AI." This reflective practice helped me realize my growing interest in teaching, speaking, and community transformation. It’s one reason I launched my weekly podcast, continued teaching, and pursued my M.S. in eLearning at CSU East Bay—all of which are integrated into my portfolio narrative.

Assessment Through ePortfolios

ePortfolios are also valuable for assessing student learning outcomes. They offer an authentic method of evaluation that goes beyond tests by showcasing real-world applications of skills. In my own course, The Ultimate AI Pipeline for XR Development, students access a teaching page that includes my teaching philosophy, past course trailers, and reviews (Udemy Course). This transparency sets expectations while giving students a model of how learning objectives are tied to real deliverables.

Through ePortfolio like Hummingbirdsday, learners can explore who I am as an educator and developer, understand the course goals, and see examples of what success looks like. By curating their ePortfolios, students are encouraged to map their work to specific learning outcomes, making them co-authors in their educational journey.

References

Batson, T. (2011). Situated learning: A theoretical frame to guide transformational change using electronic portfolio technology. International Journal of ePortfolio, 1(1), 107-114.