This paper presents an overview of issues regarding the implementation of an electronic portfolio and its utilization in Higher Education. It provides a reflection upon the conceptual framework, the purposes and benefits of e-portfolios and analyses the different implications of its implementation in the process of learning at the tertiary level of education.

The study has been guided by the following research question: How can teachers and students make use of e-portfolios in the process of teaching and learning? Therefore the importance of the utilization of e-portfolio as a tool for learning has been in the center of the study and discussions about its applications. This study examines in depth the process and products of e-portfolios and how they can be used as a pedagogical tool integrated to “learning to learn” activities.

The focus of the study has been approach on three main purposes, which were followed throughout the study:

· To present a practical experience about the use of student e-Portfolio at the tertiary level;

· To contribute to the search for improvement of teaching practice at tertiary education covering the new demands of European convergence;

· To raise discussions about the use and design of e-portfolio as a valid tool for teaching at the university level.

The practical activities carried out in two different universities located in two different countries provided the author with the opportunity to examine the implementation of e-portfolios in two totally different contexts. Both experiences are described and reflected upon in this paper.

This paper provides an analysis for a future implementation and inclusion of an e-Portfolio into the Tertiary level, taking the experience in Rovira I Virgili University. Three main aspects of education were related with the digital tool. Those were, lifelong learning, development of working and professionals skills for continuous learning, the demands established in the Bologna process.

As a technological tool to be introduced as a means in conjuntion with the pedagogical instruments in the university. It was very important to analyze the existing learning based on technology tools of the university in order to look for an integration.

This paper add to the ePortfolio concept in higher education, the observations made in the Laboratory of e-Learning at the Oslo University College during the Latina Spring Course carried out for a multicultural class from the digital library and journalism disciplines. The course was based on e-Learning and its application on the classroom. So many various aspects of e-Learning were used and this made that the ePortfolio concept could be part of the practice of the course as a formative and assessment strategy.

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