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This study performs a pilot validation of the Co-PIRS model., a co-design paradigm for integrating e-portfolios into learning environments and addressing students’ agency, organizing roles into four phases. This paper examines the model's effectiveness by exploring learners' satisfaction with the co-design approach, their evaluation of each Co-PIRS...
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... In the context of pedagogical designs, agency can be fostered by providing students with relational resources and contextual opportunities that allow them to make open choices and develop a deeper sense of agency (Zhang et al., 2024). One effective approach to achieving this is through the implementation of technology-enhanced learning (Marín et al., 2020), such as eportfolios. ...
... The integration of GenAI in education presents both opportunities and challenges (Mao et al., 2024). Generative AI tools have the potential to transform educational practices by providing personalized learning experiences, enhancing student engagement, and improving assessment and feedback mechanisms as was observed in a previous literature review (Zhang et al., 2024). Generative AI can offer unique opportunities for learners, such as developing critical appraisal skills and identifying gaps in knowledge (Tassoti, 2024). ...
... The model is structured around four key phases: Planning, Implementation, Revision and Reflection, and Showcase, embedding agency elements within a co-design collaboration between students and teachers. The Co-PIRS model was proposed in a first iterative cycle (Zhang et al., 2024) and further validated and revised in a second cycle, promoting more engaging and effective e-portfolio practices, emphasizing the importance of user validation for quality assurance. ...
This study investigates how Hong Kong high school students enact agency in the context of e-portfolio learning and explores the possibilities and challenges of integrating Generative Artificial Intelligence (GenAI). The research aims to explore agency and relate a co-design approach for learning e-portfolios with GenAI. The first part of the article presents an exploration of high school students' perceptions on how they could enact agency during the development of their e-portfolios. The individual, contextual, and relational domains of agency were explored to elucidate the factors influencing students' perceptions of agency during e-portfolio implementation. The results demonstrate distinct patterns within each agency domain with greater recurrence of the following: participation activity and competence beliefs (individual); opportunities to influence and active participation received abundant attention (contextual); and peers as learning resources were highly valued in the relational domain. The second part of the article addresses how these students perceive the role of GenAI in e-portfolio learning and explores how GenAI can play a role in the e-portfolio learning co-design process by enhancing diverse tasks carried out by teachers and learners in collaboration, such as writing and editing support, content organization, visual design, and feedback. Finally, including students' perceptions, an updated model of e-portfolio co-design is introduced, integrating GenAI. This research has implications for how educators may foster students' agency in e-portfolio learning environments by prioritizing active participation, providing opportunities for influence, nurturing collaboration, and creating a supportive emotional environment by including the affordances of GenAI as another contextual object or relational subject.
... However, the emphasis goes beyond the ultimate product and encompasses the transformative learning experience inherent in the e-portfolio creation process. To this end, the Co-PIRS model, introduced by Zhang and Tur (2023b), pilot-validated by Zhang et al. (2024), represents a co-design framework for e-portfolio learning, encapsulating students and teachers' roles in the Planning, Implementation, Reflection and Revision, and Showcase phases (see details in the later section). This model aims to foster an ongoing process of learning, reflection, and improvement, thereby encouraging students to take a proactive position in their own learning, and challenging the roles by positioning the student as the central agent of decision-making. ...
Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design in secondary education, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. Among the findings, it can be argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students’ agency and provide educators with guidance.
