![]() ![]() Success and sustainability may be possible, but will require extensive planning and preparation, and a substantial commitment from all stakeholders involved. As such, current attempts to implement portfolios on a university-wide basis may be somewhat premature. Overall, a definitive understanding of how best to implement learning portfolios in higher education has not yet been reached. In addition, there is recurring tension between the developmental (process) and evaluative (product) conceptualizations of the learning portfolio, and this may be further aggravated by recent attempts to integrate digital badging within the tool. reflection) are properly understood by advocates and executed by users. The tool is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying this pedagogy (e.g. One clear message emerging from the extant literature is that simply requiring students to use learning portfolios will not necessarily foster the desired outcomes. Moreover, almost all of these studies have been conducted over relatively short periods of time. Of the few studies reporting outcomes of learning portfolio use, the vast majority have done so solely in terms of selfreported attitudes and perceptions of stakeholders, as opposed to achievement data or demonstrable competencies. A large proportion of the literature published on the topic has either been purely theoretical in nature, or has focused on the technological platforms used to support learning portfolio construction. Although the theory underlying the use of learning portfolios is promising, robust empirical evidence supporting their effectiveness remains sparse. In these contexts, learning portfolios are typically used with the dual intention of (i) encouraging critically self-reflective lifelong learning and (ii) gathering evidence of broad skills and competencies that may enhance future employment prospects. ![]() This report synthesizes and critically reviews the literature pertaining to its use in universities and higher education institutions specifically. The ‘learning portfolio’ is often lauded as a powerful pedagogical tool and, consequently, is rapidly becoming a central feature of contemporary education. ![]()
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