This study has enabled me to formulate a framework of design which may assist other interaction designers from the creative arts to design ePortfolios for arts postgraduate study. Through the Software development as research method and Schön’s studio-based practice methods I have been able to demonstrate how these design theories can be brought into being. The prototypes have been made more accountable through the data found in the case studies and negative case analysis. I have also been able to point to other examples of these designs and how they can be implemented successfully outside a university. By contextualising the “Art of ePortfolios” I have also been able to develop a number of suggested ePortfolio types for practice-led ePortfolios using the creative arts metaphors of Presentation, Documentary, Curated Exhibition, Performance, Installation, and Choreography (Dillon and Brown, 2006.)
A critically important part of this study has been my ability to provide and document a successful problematization of the four protocols of ePortfolio design as described by Dillon and Brown (2006). This process has enabled me to offer two interaction and design ePortfolio system models which integrate these four protocols and advanced Web 2.0 interaction and design techniques. In addition I have also been able to implement two other iterations of this design model outside of the university which can be found at http://www.paulcstephensen.com and http://savetodisc.net.
In addition I have also suggested a policy of adoption and usage recommendations. I hope that both the policy and interaction design models will help inform other interaction designers in the creative arts. EPortfolio designers from the creative arts can now look at these processes to examine the protocols of ePortfolio design in the early stages to develop rapid prototypes without the need to do computer programming. I would, however, suggest that having a teacher programmer working as part of an ePortfolio system design project such as this one. This will help the interaction designer to be able to develop custom software to meet the individual needs of the project participants and key stakeholders. A teacher programmer will also bring with them a deep understanding of valid teaching tasks and assessment as well as a deep understanding of different approaches to teaching. Schön’s reflective practices provided me with an extra lens on solving this problem by allowing me to develop prototyping practices.
This study has helped me to gain a deep understanding of the process of problematization which helped me to distil the issues arising from applying the theory of ePortfolio systems design in creative arts production settings. This study has helped me to gain a better understanding of the question of what makes up knowledge in the discipline. I recommend to any ePortfolio designers in the creative arts to deeply examine each discipline and ask “What are the qualities of artistic knowing?” This is important as it will inform design choices and the selection and development of appropriate interaction and design technologies to fit each creative arts context.