At the moment, the integration of electronic portfolios in (higher) education is an important topic in the global and european e-learning community. The discussion of e-portfolio-integration mainly focuses on technical, organisational, cultural, political and pedagogical challenges (Barret 2008, 2009; Baumgartner, Himpsl & Zauchner, 2009). The integration of e-portfolios often starts from a technical point of view. But just assuming to have the right software-system or tool isn’t enough to integrate the „e“-portfolio in the (academic) context of teaching and learning. The portfolio-concept shows, that pedagogical or rather didactical implications should have the first priority if you want to change learning, teaching and assessment in (higher) education (Mayrberger, in press). The decision about the implementation of the „e“, for example a software-system, wiki or weblog, should be made as a second step. Focussing on the technical implications too early contradicts the pedagogical idea behind the e-portfolio and doesn’t make full use of its didactical potential for change (e.g. Brunner, Häcker & Winter, 2008; Jafari & Kaufmann, 2006).
Barrett (2008, p. 93) describes ePortfolio-work as follows: „An electronic portfolio provides an environment where students can: collect their work in a digital archive; select specific pieces of work (hyperlink to artefacts) to highlight specific achievements; reflect on the learning demonstrated in the portfolio, in either text or multimedia form; set goals for future learning (or direction) to improve; and celebrate achievement through sharing this work with an audience, whether real or virtual. When used in formative, classroom-based assessment, teachers (and peers) can review the portfolio document, and provide formative feedback to students on where they could improve.“ The key aspect of an eportfolio is the reflection on evidence. Further the integration of e-portfolios in formal learning environments focuses on an adequate assessment-process like an assessment for learning. One way to change the learning culture successfully could be by arranging adequate learning environments.

So, the leading question that needs to be answered is: How can we use the didactical implications and the pedagogical idea behind e-portfolios to arrange a student centered learning-environment in formal learning settings with an adequate assessment?

This question is the subject of a research project (09/2009 - 04/2010) on the change of learning culture by using e-portfolios. A choosen seminar of media education at the University of Mainz is the sample for the evaluation of teaching, learning and assessment with e-portfolios in a formal context in. A special aspect is, that the students were able to choose, if they wanted to create an e-portfolio during the seminar or take part in traditional grading after finishing the seminar. 10 of 30 students decided for an e-portfolio, the rest chose the traditional method with an examination at the end of the semester.

The theoretical background is a constructivst one (e.g. Reusser, 2006; Arnold & Gómez Tutor, 2007) with focus on initiation und evaluation of self-directed learning (Friedrich & Mandl, 1997; Schiefele & Pekrun, 1996).

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