We never met after the video clip was released - Millen Tesfaye

In this article, we will present the small-scale study we have made among students from continuing education and our results and outlook on how to make sense to the ePorfolio. In the first part of the article, we present the context of the survey and methodological perspectives. In the second part, we present an analysis on the results of the survey; The analysis that highlights and emphasizes the need to discuss meaningful manufacturing process, when we work with ePorfolios. Finally, in the third part of the article, our own sense of investigation analysis tells us in a direction of a specific didactic approach that supports personal empowerment through meaningful manufacturing processes. This also concerns us the fundamental didactic interaction in teaching as such, namely between the teacher, students, content and learning tools.

EPorfolio in a Danish degree program

The conversion of educational programs, courses and other forms of skills development to a much more digital world is a central objective of the Danish education system. Via University College, one of the largest higher education providers in Denmark is also centered for educational and didactic development on new digital learning spaces. (Delstreg for the 2014 Diconization [Sub-Strategy for Scanning 2014]). The authors of this article are researchers and speakers at the Continuing Education School at Via University College, and the context of this article is the development of digital prospects in the field of continuing education, specifically, the programs of Diploma offered as a continuous education passing through. Diploma programs in continuing education in Denmark include 60 ECTS distributed on a number of mandatory and elective courses and a final thesis. The degree program is at the level of a bachelor's degree and rewards the student with an officially recognized degree in a certain area, such as professional guidance, special needs for education or management.