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FHNW has success with portfolio practices in English learning
06 Jun 2025, 11:08 AMIntegrating ePortfolios at University of Applied Sciences and Arts Northwestern Switzerland (FHNW) empowers students to improve their English language skills through collaboration, reflection, creativity, and ongoing feedback.
Background
At the University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Paul Raper, an engineer turned linguist, led an innovative English course for engineering students before his retirement. Using SWITCHportfolio, a Mahara-based ePortfolio platform, Paul integrated ePortfolios as a core tool for students to enhance their learning through collaboration, reflection, and creativity.
Paul’s journey with ePortfolios began with his own personal use during his master's studies. He realised their potential for organising, reflecting, and engaging with his learning materials. His experience inspired him to bring the concept into his teaching practice, particularly with students learning English for specific purposes.
Opportunity
Paul's goal was to build a learning community where students could not only learn English but also collaborate and give meaningful feedback to each other, using Mahara as the central hub for their work.
One of the biggest hurdles was getting students accustomed to using ePortfolios as a tool for learning rather than seeing it as just another technology requirement. Students were often resistant at first, finding the platform unfamiliar and unintuitive. Another challenge was helping them see ePortfolios as more than just a repository for coursework but as a space for creativity and self-expression in their language development.
"The more you use it, the more you engage with it, the more it becomes logical."
– Paul Raper, University of Applied Sciences and Arts Northwestern Switzerland (FHNW).
Solution
Paul’s solution was to make Mahara an integral part of the course from day one. He created a course resource within Mahara that included weekly topics, resources, and assignment guidelines. Every student was required to build their portfolio, sharing it with the entire group rather than just a single learning buddy. This group sharing encouraged students to provide peer feedback in a dynamic, community-driven environment.
Paul emphasised consistency when working with the portfolio. He did that by encouraging students to make ePortfolios part of their weekly routine with structured assignments and regular formative feedback. To further engage students, Paul used their work as examples during class sessions, showcasing creative uses of the platform and encouraging students to experiment with different layouts, media, and structures. The examples created a sense of ownership and motivation among students as they saw the approaches of their peers.
Results
EPortfolios at FHNW have transformed how Paul’s students approach their learning. By integrating ePortfolios into the fabric of the course, students became more engaged and took greater responsibility for their progress. The regular formative feedback process helped students improve their work continuously, rather than waiting until the end of the semester for summative feedback.
Students also began to appreciate the collaborative aspect of Mahara, learning not just from their instructor but from each other. By the end of the course, many who were initially hesitant found value in using the platform. Through ongoing reflection and peer interaction, they saw tangible improvements in their writing, critical thinking, and language skills.
A dynamic, collaborative environment
Paul’s use of SWITCHportfolio has helped his students improve their English skills and empowered them to take control of their learning. By embedding ePortfolios into the course structure, he created a dynamic, collaborative environment that encouraged creativity and self-reflection. The success of this approach at FHNW demonstrates the power of ePortfolios as a practice not just for assessment but for continuous learning and growth.
ePortfolios as a practice
- 25% of the grade is allocated to self-reflection, ensuring students are actively involved in their learning journey.
- 5% of the final grade is dedicated to portfolio design and layout, encouraging creativity and engagement.
- Students’ engagement with peer feedback has significantly increased, with all students expected to provide thoughtful feedback to other portfolios.
Listen to Paul Paper
Learn more about how FHNW uses Mahara by listening to Paul’s episode on our podcast 'Create. Share. Engage.'
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