Student ePortfolio

With the key objectives of nurturing engaged and reflective learners, ePortfolio has been implemented to offer a platform for students to document, manage and reflect upon their own learning during their study at EdUHK since 2012. Students are required to create ePortfolios to document and reflect on their formal and non-formal learning experiences in General Education, Language Enhancement, Co-curricular and Service Learning Activities and Overseas Exchange Opportunities. Students who are enrolled in teacher education programmes would also use ePortfolios to document and reflect their teaching practices for their Field Experience. Building the ePortfolio provides students with opportunities to consolidate and internalize the knowledge and skills acquired in various learning activities across their University learning journey.

Students are encouraged to refer to the Generic Intended Learning Outcomes (GILOs) to organize, reflect on and consolidate their learning experiences and achievements when they build their ePortfolios. In order to facilitate students’ understanding and application of these learning outcomes, our Centre has been administrating the self-assessment questionnaires of GILOs to help students keep track of their learning progress for writing their reflections in ePortfolios. We also provide a set of rubrics, compile selected examples of learning evidence that are collected from students’ works, including ePortfolios, to demonstrate student GILOs accomplishment.

Rubrics for Generic Intended Learning Outcomes (GILOs)

English version

User Guide

English version supplemented by a Chinese translation

Students admitted before 2016/17 will continue to build their own ePortfolio using Mahara, while starting from 2017/18, LTTC will offer briefing sessions for Year 1 students through CLE1210/1208, ENG1376, and GEFC to demonstrate the use of Sway & Google Sites. Regardless of the platform adopted, students are required to reflect on their learning and GILOs development. The following two videos provide further guidance on these aspects.