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Due to the need of teachers to enhance student autonomy making them to reflect on the process of learning, has been made more common the use of e-portfolio in the learning and assessment of students. Recently, we have worked with different software, facilitating the generation and use of e-portfolio. In this paper, the recent experience in the use of e-portfolio for undergraduate students of the Universitat Polit`ecnica de Catalunya are set.

The number of students in class in studies of first year engineering degree in many Universities, in particular at the Polytechnic University of Catalonia, is high with an average of 75 students per class. While the large groups permit to transmit information efficiently, to a large number of students, it is equally true that it is difficult to teach students to actively think about what they are learning. In small groups is becoming more common the use of e-portfolio for learning and assessment. This increased use is due to the need of the teacher to improve student autonomy by means reflection on learning processes. The biggest growth is in the use of e-portfolio as it has the ability to incorporate new information and communication technologies into the learning process. We think and we are convinced that teaching in large groups does not have to limit itself to the master class only. Under this conviction we have introduced the e-portfolio in a core subject in studies of first year engineering degree. Also they can be displayed in a common space on University virtual campus where the students can view each other’s e-portfolios. In this work, we show the results concerning the use of the e-portfolio in large groups as a tool for teaching, learning, assessment and self-assessment of student learning, as well as and satisfaction and usefulness of this tool. The study sample consists of all students from the first year of Engineering in the subject of linear algebra at the ETSEIB of Polytechnic University of Catalonian. To prepare the e-portfolio has been essential on the one hand, the definition of the goals that we want students to achieve, as well as the issues that we consider basic to exceed targets, also we must prepare and plan the course comprehensively in order to make the coordination of the different tasks carried out in the classroom with the work of the e-portfolio. On the other hand, has been important the selection of platforms to implement the e-portfolio. We decided to choose the use of the integrated Moodle and Mahara (Mahoodle) platform, as well as the simultaneous use of platforms Exabis inside Moodle and Google Sites.