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The Mahara Granny on portfolio success in Germany
14 Jan 2026, 1:45 PMEarly adopter Sigi Jakob-Kühn used Mahara ePortfolios to empower vocational learners in Germany, enhancing their creativity, reflection, and personalised learning.
Background
Senior Teacher Sieglinde (Sigi) Jakob-Kühn, affectionately known as the 'Mahara Granny,' was one of the early adopters of ePortfolios in Germany. A passionate educator, she pioneered the integration of Mahara at a vocational school, helping her learners create meaningful portfolios to document their learning. Through her innovative use of Moodle and Mahara, Sigi transformed traditional teaching methods into dynamic, student-centred learning experiences.
Opportunity
Sigi began her journey with eLearning through Moodle in the mid-2000s when internet access in schools was limited. She was inspired by the possibilities of digital platforms and was an early advocate for using technology to enhance education. When Sigi was introduced to Mahara in 2007, she quickly realised its potential for supporting personalised learning and reflection.
Her first introduction to portfolios came through the MOSEP project (More Self-Esteem with my e-Portfolio), a European initiative aimed to provide every citizen with a portfolio by 2010.
The nice thing about Mahara is that it gives [learners] the possibility to do it in their own way. I gave them freedom within certain boundaries.
Mahara in the classroom
Implementing ePortfolios in a traditional school environment was no easy feat, according to Sigi. Teachers often resisted change, fearing they would be forced to adopt new methods. Moreover, the technical challenges of working with new software, combined with the administrative obstacles of gaining permission for portfolio use, made the journey even more difficult.
Sigi recalls, "Many teachers were scared of change. They feared that if I worked this way, they would have to as well." Despite these hurdles, Sigi persevered, collaborating with like-minded colleagues and engaging her students in the process of learning with portfolios.
Solution
Sigi introduced Mahara to her vocational learners, who were studying media design and undertaking practical internships. Instead of writing traditional reports in a text processing software, Sigi encouraged them to create portfolios using Mahara to reflect on their work placements. By integrating blogs, images, and personal reflections, her students crafted unique, creative portfolios that showcased their skills and experiences.
The portfolios enabled her students to document their learning in a way that was meaningful to them. While Sigi provided them with guiding questions, she gave them the freedom to approach their portfolios in their own style. "The nice thing about Mahara is that it gives them the possibility to do it in their own way," Sigi explained. "I gave them freedom within certain boundaries."
The portfolio process also assisted with peer collaboration and feedback. While some learners were hesitant at first, they soon realised the benefits of sharing their work with classmates and receiving constructive feedback.
It was new for me too. I learned Mahara together with [my students], and that was a good experience.
Results
The portfolio project was a resounding success. Learners embraced the flexibility and creativity that Mahara offered, with many using their portfolios to apply for jobs or share their work with internship mentors. One standout example was a student from Thailand, whose limited German and English skills led him to create a picture-based portfolio, demonstrating his abilities in a way that worked for him.
Sigi’s efforts also caught the attention of other teachers and administrators. Although there was initial resistance, her persistence eventually led to a wider acceptance of portfolios in her school and beyond. Students gained valuable skills in reflective practice, digital literacy, and self-expression, all while documenting their learning in a dynamic, multimedia format.
Empowering learners through reflection
Introducing Mahara empowered Sigi’s students to take ownership of their learning. By giving them the freedom to create portfolios in their own style, she encouraged her students to be creative, to collaborate, and to reflect. All of these activities left a lasting impact on her students and the wider education community.
If you would like to learn more about how Mahara and portfolios can empower your learners, check out the helpful resources below.
- Discover Mahara
- Try the Mahara demo
- Join the Mahara community at upcoming events
- Listen to portfolio stories on our podcast ‘Create. Share. Engage.'
- Subscribe to the Mahara community newsletter
