This presentation discusses the processes and results of teaching and learning innovative project carried out by 16 lecturers, with the support of a computer scientist and a research assistant, in five degrees (Pedagogy, Fine Arts, Psychopedagogy, Social Education, Initial Primary Teacher’s Education) and fourteen different subjects at the University of Barcelona. The two main objective of Indaga’t’s project (Fostering inquiry-based independent and collaborative learning making and in/extensive use of digital technologies -2006PID-UB/02- Sancho et al., 2007) are: Planning and implementing teaching and learning from a socio-constructionist approach (Watkins & Cooperrider, 2000; Stoll, Fink and Earl, 2004). This decision entails taking into account experiential, conceptual, analytic and applied learning objectives as proposed by (Kalantzis & Cope, 2005) and applying an action-research perspective. (b) Promoting genuine research and knowledge construction experiences among students and encouraging them to represent and communicate their learning results and processes using multimodal and multi-literate documents (Cope & Kalantzis, 2000; Lankshear and Knobel, 2003. In this context, we use e-portfolios (Tosh, & Werdmuller, 2004a; 2004b) as privileged tools for students to construct and express their learning and knowledge. My presentation gives a comprehensive account of the possibilities and limitations of this portfolio approach for converting learning assessment into learning through assessment (Stiggins, 2000), considered by us as a the best way of achieving our objectives.