Abstract
A look at the media use behaviour of adolescents and young adults in Germany shows an increasingly strong integration of online offers into everyday life. A central element of this usage behaviour is online communication via social networks. Various independent studies paint a picture of frequent and intensive use of these services. The members of these online communities present themselves within the platforms via individual profiles. The focus for users here is on authentic self-presentation. Profiles can thus be seen as at least a partial representation of one's own identity. The definition of this identity is at the same time the basis of the identity-based approach to branding. This includes defining one's own origins, competencies, values, personality, achievements and goals. Here - as is also common in social networks - a regular comparison of self-image and external image is carried out. The combination of ePortfolios (in the style of profiling on social networks) with the identity-based approach of branding can be made useful in formal teaching and learning contexts. On the basis of habitualised self-representation and reflection, one's own learning and performance development can be mapped and continuously monitored. Thus, ePortfolios can be a tool for learners to determine and analyse their own target and actual positioning in a self-directed way. They can thus be used as an instrument to support personal branding in this segment.
