This case describes the initiative to develop a learning organization model to support the pedagogy of problem-based learning (PBL) as an approach to conduct teaching in the author's undergraduate curriculum development. Specifically, an organizational scenario is described to support introducing the PBL method of course delivery. This is based on an action research depiction on some of the experiences and issues involved in conceiving and developing a Web-based course-support environment called REAL (Rich Environment for Active Learning). This case then deliberates on the idea of setting up a Center for PBL Research as an important mechanism of institutional innovation. This center could be considered as an essential effort to encourage individual organizational units within the university to provide suitable electronic services toward the realization of a virtual university. The dilemma of this effort, however, remains the emergent changes of organizational behavior in education, which is essentially subjective, eclectic, individual, context-specific, and often one-off, making it traditionally the most difficult to support with technology.

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This chapter investigates the pedagogical issues of student electronic portfolios (e-portfolios) in the context of personalized instruction for undergraduate education. The discussion elaborates on the educational potential of an e-portfolio system in facilitating an outcomes-based assessment of student achievements. The chapter illustrates practical examples of integrating theory and practice aimed at assisting a meaningful investigation of an e-portfolio system with a focus on inquiry-based student assessment. The objective of such an inquiry is to enhance and encourage student learning, especially learning by doing. Key issues and the necessary institutional support for an outcomes-based and personalized model of education in support of a portfolio learning system are identified. The interrelationship of portfolio assessment to curriculum and pedagogy and required changes to teaching and learning are described. The relevant learning theories that underpin the portfolio form of assessment are deliberated to caution how best to manage the use of e-portfolios for student learning and assessment. Looking beyond, it is expected that the e-portfolio system is an important element to support outcomes-based education involving collaboration from both faculty and students in pursuit of a quality learning experience.