Digital portfolio has attracted a great deal of interest in the later years as a method for bringing the portfolio as documentation and reflection on student's learning and achievement onto a digital format. While techniques and methods for the concrete and factual portfolio have been used for decades in art education, the broader use of portfolios has become gradually more known over the last 15 years in higher education. Since Learning Management Systems became widely implemented five to ten years ago, most of them have built in capacities for handling e-portfolios. Our paper deals with how digital portfolio is being used by students and teachers in Norwegian higher education. The paper is based on surveys directed at key personnel dealing with e-portfolios in higher education institutions. The main questions dealt with how their college handled the portfolio pedagogically and technically. One major issue was how they dealt with the sometimes conflicting perspective between evaluation and control, and monitoring and self-reflection.One focussed areas was as to how those using digital portfolios extensively was satisfied or discouraged by the contemporary software solutions, whether within the LMS or with independent software-solution, commercial or Open Source-based. The other vital area was to ask if these influential persons would guess which direction the pedagogical and technological drift of the Digital Portfolio would take. Many expectations has been raised by the advent of the "Web 2.0" or "service-oriented-architecture". The strong interest in open access-publishing, open source solutions in other areas might signal that the recent LMSs in the market might get a stronger competition, and that they might challenge their proprietary character. On the other hand, security issues, the threat of plagiarism and cheating and spyware might still support a strong framework for digital portfolios.Another area was to detect how digital portfolios might become more useful for students applying for jobs. The transition to the labour market is often considered complex and with surprisingly low correlation between grades and achievements in the academic institution and the appraisal done by the employer. We asked our respondents how they would design digital portfolios that might ease the transition to the labour force, and how this expansion of genre might change the methodology of the digital portfolio. The greatest challenge might be the accommodation of more multimedia-material and the requirements of software, hardware and the level of digital competence in students and teachers. Surveys and interviews We expect to present a collection of answers that support the need for a new format of the digital portfolio It is intended to be published by "Seminar.net"