ACS has identified two main areas of ePortfolio use/adoption in an educational context. On the one hand, we have a large number of references to portfolios in reference to basic and continued training, frequently regarded as an instrument to assess performance, but also as a process of professional development. On the other hand, in the case of students from various educational levels, portfolios would often take on the role of presentation portfolios, but also, and more importantly from a pedagogical perspective, they would be often learning portfolios and/or assessment portfolios.

An ePortfolio constructed on the basis of being an assessment instrument would display both “products” and “processes”. Thus, it would also become a learning portfolio by including aspects of the students’ learning processes.

With this clear vision, ACS would focus on following perspective of ePortfolio covering social networking themes:
  • Users would share content with faculty, teachers, award granting agencies, or future employers.
  • Users’ document history of personal growth could be used as an assessment tool for instructors and for students.
  • Users would allow for personal control of learning history, build connections, and encourage planning for future learning.
  • All these activities would be monitored in LAMS and reporting could be done easily.
To be specific, following technical specifications would be taken care of:
  • Full integration with the learning portal.
  • Concentrating on cooperative self-learning and  reflective thinking.
  • Supporting cooperative learning.
  • Building friendships.
  • Working and learning in groups.
  • Building training course groups.
  • Support self-learning.
  • Active interaction between teachers and students.
  • Utilities to follow up and assess teachers' or students' ability  of organization, ordering, and creativity.