In this chapter I discuss the methodologies and design processes applied to the research question. Table 4 summarises the research activities phases of the project linked to the research question. Table 5 reflects on the Software Development as Research phases. The remainder of this chapter discusses the other elements of the design processes and interaction and design techniques used to achieve the creation of two ePortfolio system models proposed and prototyped.

Table 4 Research Question Matrix
Activity number	Activity description
A1	Context analysis.
A2	Examination of the learning environment and identify potential project participants.
A3	Examination of the institutional policy.
A4	Identifying the learning opportunity.
A5	Identification of appropriate software tools to design an open-source ePortfolio system?
A6	Refinement and usage.
A7	Implementing a rigorous and accountable approach to design.
A8	Examination of uptake and usage of the ePortfolio system.

Table 5 Research description by phase and research question relationship
Date	SoDaR Stages	Research question relationship.
February to March 2007.	Phase 1 Identify activity First Meeting with key stake holders Contextual Analysis Identify Participants Ethics and participant information.	A1, A2 and A3.
		A2 and A4.
		A1
		A3, and A6
April 2007 To January 2008. d	Phase 2 Software design and production A focus group Document Design Requirement Interface Feedback Request for Functions Test Functionality Design Requirements	A1, A4, A5, A6 and A7
July 2008 to November 2009	Phase 3 Usage and refinement Interview Participants Report and document case studies and publish findings. Recommend changes for the next iterations.	A1, A5, A6 and A8
See appendix 8 for a full description of the SoDaR activities and phases.

Overview of the Methodology

This study utilises an interactive design-based practice-led enquiry to ask how ePortfolio designers can design ePortfolios for Music postgraduate study. Practice-led enquiry according to Schön is about examining:

“the situations of practice – the complexity, uncertainty, instability, uniqueness and value conflicts which are increasingly perceived as central to the world of professional practice” (Schön, 1984).

Schön’s notions of reflective practice underpin the design of this study through developing the idea of ‘knowing-in-action’. In applying these processes designers reflect on the activity of practice iteratively informed by ‘making work- design’ and critically reflecting on it and further interrogating the process by reflective consultation of peers (Haseman, 2006) (Schön, 1984). What ePortfolios potentially provide is a flexible and accessible location to discuss and critique art through collaborative digital processes. Schon’s notions of reflecting on and in action can be expanded to include ‘through’ action (Schön, 1984). The ePortfolio then becomes part of a dynamic and collaborative reflective practice.

This study seeks to develop a prototype ePortfolio system that embodies and extends upon a conceptual framework for ePortfolios applied to tertiary music research. It adapts Schön’s theories to present a tangible model that enables us to see the problems of design of ePortfolios for research with a new lens. This lens helps us to extract deeper meaning from the data collected through the design process which is built into the methodology. These relationships will be examined over seven discrete research stages as summarized in this table 5 (see appendix 8 for more detail). This process of iterative reflective practice and creative production has allowed me to ‘dive in’ (Haseman, 2006) and attack the problem and start building prototypes as potential solutions. This approach provides rigour and accountability that would help ensure that this project would be appropriately documented and inform the design and production processes in a clear and client responsive way.