This paper evaluates and proposes improvements for "bPortfolio," an ePortfolio system designed to support lifelong learning through structured reflection on reading and experiential records. The system assists learners in refining their broad concept of beliefs, which include insights gained from multiple books, life lessons from various experiences, and personal guiding principles. This study identifies key areas for enhancement based on expert evaluations.

Initially, bPortfolio emphasized reflection on reading records as scaffolding for belief formation. As learners grew, the system evolved to include reflections from diverse experiential records, allowing users to contemplate both books and real-life experiences. Despite this, users struggled to articulate and structure their beliefs. To address this, the study introduced the "To-Be" concept, a guiding principle for belief formation that encourages learners to set and refine long-term goals. The "To-Be" framework represents an image of the desired self and can be documented within the system as a dedicated record or incorporated into multiple "My Beliefs" entries.

The research methodology included expert reviews of a prototype bPortfolio, with two university faculty members in educational technology participating. The evaluation involved design review, usability testing, and structured interviews. Four primary evaluation questions were explored: clarity of design principles, prototype effectiveness, feature suitability, and overall usability. Experts suggested providing example entries, guidelines, and FAQs to help users structure reflections. They also recommended enabling users to explore others' belief statements for shared insights.

Experts emphasized the need for a structured reflection mechanism linking reading and experiential records to "To-Be," helping learners recognize patterns and align experiences with future goals. Key recommendations included improving book search functionality, allowing manual book entry, and enhancing the calendar feature by integrating external systems. The user interface needed more intuitive tagging and record classification, and issues with public/private settings required debugging.

The "To-Be" framework signifies a shift in bPortfolio’s conceptual foundation. Previously focused on "My Beliefs," the system now provides a pathway for setting long-term educational and personal goals. "My Beliefs" reflects current thoughts, "Reading" and "Experiential Records" provide historical context, and "To-Be" guides future growth.

This study highlights the importance of structured reflection in lifelong learning. The iterative development and expert-driven evaluation of bPortfolio demonstrate its potential for belief formation and personal growth. Future efforts will focus on usability, refining reflection processes, and integrating diverse learning experiences. By aligning past experiences, present beliefs, and future aspirations, bPortfolio supports lifelong learning.

Keywords: e-Portfolio, lifelong learning, reflective Learning, belief Formation.