Defense last warning

EPorfolio as a learning space and a showcase (Barrett 2010) has been introduced into teachers and now students many curricula have begun to use them. In this article, we aim to clarify how ePorfolio can work as a tool in higher education centered on skills and students, where the ultimate goal of using ePorfolio is to empower students to build their professional profile and to find their place in the work. Marlet. We focus on the work of Hamk teachers using ePorfolio as an assessment and guidance tool, which, according to Yang, Tai and Lim (2016), are the presentation of apprenticeship artifacts and the Documentation of reflection learning processes, the connection of learning different steps and allowing frequent feedback. For improvements. "We are interested in how teachers can facilitate the creation of students' eportfolio and what types of successful prerequisites can be identified from the point of view of teachers. The ideas and perspectives presented in this article are based on many discussions with Hamball's teachers and developers, as well as practical development work related to the use of ePorfolio in bachelor's degree programs. In addition, previous analyzes carried out in The EEP project were used, such as the collection of best practices (Kunnari & Laurikainen 2017), student perspective analyzes (Kunnari, Laurikainen and Tookeke 2017) and analyzes of employers' prospects (for example, Kunnari 2018). In this sense, the approach of this article applies the principles of research based on practice or practitioners (Heikkinen, Jong and Verlandlinde 2016), where practitioners themselves, including students and teachers, analyze their own practices.