Abstract

This research shows and analyses a pedagogical experience with ePortfolio into the bridge context between higher education and profession in Latin America, particularly Architectural Design Studio (ADS). The objective was to reveal the impacts of ePortfolio use as a tool of Information and Communication Technologies (ICT) on the training process to enhance Networked Learning Principles (NLP) into the particular architectural pedagogy. The research had a descriptive methodology with a qualitative approach through a perception survey applied to a sample of students from eight cohorts of the same training cycle (second year) in a ADS across years 2015–2018. The study kept its design and implementation fidelity stable during this time, allowing data from eight instances. The results allow observing relationships between the training process dimensions and the NLP, with indicators to improve this relationship, throughout to observe transformations linked to the ePortfolio conception, implementation and projection. The conclusions are related to the ePortfolio capacity to close strategic gaps in the training learning process to design, organise and provide feedback to improve the NLP, creating training strategies that promote students’ autonomous learning, connections, identities, needs, aspirations and professional objectives.