This paper gives a more sophisticated response to the rapid (re)emergence of the eportfolio buzzword. Starting from a basic eportfolio design pattern, a wide range of variations are explored. The aim is to establish a body of knowledge for guiding users and technology providers, so as to achieve an evermore appropriate and fruitful alignment of needs, designs, platforms and informed choices. The key benefits of eportfolio approaches are discussed, with some coverage of the variations, and suggested research and development directions. Deep and persistent diversitycreating factors are highlighted. A range of mini case studies from Warwick are then examined to throw further light upon the combinations of real and perceived needs, platform affordances and design choices. Finally, this is a fast evolving field, especially given the near ubiquitous adoption of platforms with eportfoliolike elements (Facebook, LinkedIn etc). Technology and academic support services must look further forwards to emerging practices and requirements just at the edge of the institutionalperceptual horizon. We must be prepared to shape these potentially disruptive developments for the benefit of students, teachers, the institution and society.
"So how do you motivate students? They're an odd bunch with a myriad of distractions just waiting to take their mind off the task at hand. From Facebook to texting to daydreaming, motivation from teachers is more important than ever before"
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