1. Entry Profiles Pros Transparent + Justifiable (part. Widening participation) Cross-referencing Ability + opportunity to articulate Confidence building Cons/Risks Mechanical Continuity Consistent understanding of the rules Institution: loss of control of the portfolio

2. Informal Services for different kinds of learners? What do they need? More drive in subject/course specific areas Some learners uncomfortable with e aspect Need to learn how to reflect - early!! If institutions dont recognise skills, learners want owner in control! Learners dont always realise the importance of reflecting on personal experiences too Owner needs to have control over what others see Time to reflect! Encouraging inclusion of activities outside of traditional learning environment How can you get learners to take the initiative to reflect? Identify achievements and areas for improvements / development Links to advise and guidance services Learners need to see the use Need to offer choice – ePortfolios should be an option, not a norm or an obligation

3. 1.Course entry profiles are not only looking at formal competencies 2.Need to look at information valuable for a range of destinations, e.g. education, community involvement, etc. 3.If system is too rigid, it will not encourage reflective discussions 4.Service that doesnt preclude the social software that users use, e.g. images

4. ePF Fss (Professional ePFs and Personal ePFS) – morphing Gender differentiation Managing ownership rights Implications of transferability BUT availability of fresh start ID issue

5. Assessment Presenting / recording Confidentiality Validation Time Stakeholders Privacy Ownership Access Currency

6. Range of activities Deliberate / incidental Technologies involved Collaborative Complex /Rich/Dynamic Learning Space Learners usage Practices Family / friends Agencies Course / modules Recording of achievement Skills (transcript) Skills (other) Resources Practices Institutions Employers Formal Learning Assessment Accredit - how? Presenting Recording Forms of Evidence Confidentiality C.V. e.g. Leadership Validation Time? Contributors/ stakeholders Informal Learning

7. Early start on reflective learning ePFs and non-traditional learners Data Protection Awarding bodies Mass business needs ePF and status of unassessed PDP