Choosing a Vehicle to Share My Learning:
I considered an ePortfolio, a Blog and a Web Site for this purpose. A summary of my research findings on each features below.

ePortfolio:
We should always start with WHY according to Simon Sinek.
If the WHY isn’t right, nothing else will be right.
Why ePortfolios - for all these reasons 

• generate engagement 
• focus us on being active and collaborative creators rather than passive consumers
• ensure authentic learner voice 
• facilitate Higher Order Thinking
• facilitate reflective practice
• provide opportunities to demonstrate process as well as product
• provide opportunities to include Sisomo - the powerful combination of Sight, Sound and Motion
• support learners to find their purpose and passion through expression
• The overarching purpose of Portfolios is to create a sense of personal ownership over one's accomplishments, because ownership engenders feelings of pride, responsibility and dedication. (Paris, S and Ayers, L 1994. Becoming Reflective Students and Teachers - American Psychological Association)

What ePortfolios - for all these reasons

• accurately illustrate growth over time
• offer learners an opportunity to learn about their own learning
• allow learners to document their learning progress
• encourage learners to develop the abilities they need to become self-directed learners
• provide profiles of learner strengths that highlight interests, talents, learning styles and achievements
• identify talent for further development

How ePortfolios - for all these reasons

• apply Art Costa's Habits of Mind to develop intra-personal skills
• apply Greek philosophy - Know Thyself, Know Thy Learning
• develop autonomy, self-relatedness and self efficacy through a process of...
• Collect
• Select*
• Reflect
• Connect
• Project

* Select is crucial - it requires critical reflection - refer to Michael Pohl's Critical Thinking 9part of Creative, Critical and Caring thinking).

Reflection involves story-telling. Examples are the reflective learning stories that are generated at most New Zealand Early Learning centres.
Reflection helps learners construct meaning and from there ask three critical questions

• What?                    - What have I done?  
• So What?               - What have I learned? What have I achieved?
• Now What?            - What will I do with what I have learned? What will I learn next?

Reflection has major theoretical roots -

• Dewey
• Habermas
• Kolb
• SchÖn

As Dewey states, "we do not learn from experience, we learn from reflecting on experience."

Conclusion:
"A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion." (Paulson and Paulson, 1992, page 2).

While an e-portfolio tells a story, it is still best suited to an audience of family, an audience of some rather than many.
It is best suited as a stream of consciousness record of learning - the newest artefacts appearing at the top. It provides some navigational challenges when it comes to documenting a record of my Masters Learning Journey.

Web Site:
This has become my tool of choice for documenting my own Learning Leadership Journey for the following reasons.

• Asynchronous: the production of the learning record can occur at one time or over a period of time.
  
• Learners and audiences can access this content at any time at their convenience.
• Economies of scale: one learner can reach countless learners at low cost.
• Consistent message: there is uniformity and consistency in the content delivered to different learners
• Multi-format: can provide content in a range of formats including text, audio, video,  interactive question/answer (eg online quiz, exams), multi media interactive (audio/video conferencing).
• Easy Access: web based content is now easily accessible to most parts of the world through a range of devices including computers, tablets and smartphones.
• Sharing: Provides easy ability for different educators to share and reference each other’s work. This prevents unnecessary duplication.
• Ease of updating: web content is easily updated and new versions can easily replace old.
  
• Up to date: learning can be documented immediately.
• Discussion groups: this can provide a forum of users to question and answer as well as collaborate on learning and work. 
• Repeatable learning: learning records can be reviewed multiple times
• Multi-lingual: online translators can easily allow the ability for content to be viewed in different language
• Assessment efficiency: easy access and navigation for Masters course assessment
• Record keeping: a website provides excellent capacity for the leaner’s educational records and resources to be stored and easily accessed both by the learner and by other institutions relevant to the learner

Conclusion:
A website is ideally suited as a one-to-many record of learning. It allows for easy navigation, easy access and if commenting is switched on, allows for interactive responses from the audience.
Multi-media possibilities are endless and though many of the points shared above apply to a greater or lesser degree to e-Portfolios and Blogs, they apply to a greater degree to a website record of learning.

Blogging:
Blogging provides a great vehicle to demonstrate the Key Competencies. As Learning leaders we need to be modelling the Key Competencies in our own Learning and Leadership.
ICT PD facilitator Tessa Gray has collated thoughts from the ICT PD project about the ways in which the key competencies can align with e-learning practices online, such as writing a blog.
Managing Self

• Establishing personal goals
• Planning work
• Setting high standards
• Acting appropriately in a range of settings
• Becoming aware of own actions and the effect of words on others
• Setting high self-expectations
• Developing a range of strategies to become a successful learner
• Making well-informed choices

This could be supported by:

• Using blogs as a form of e-portfolio with goal setting
• Cataloging ideas and resources within a blog by using tags
• Subscribing to blogs through RSS feeds
• Using a blog to work through a problem or research question
• Establishing blog 'etiquette' - understanding that what is said in a digital environment affects real people.

Relating to Others

• Interacting with a diverse group of people
• Interacting in a variety of contexts
• Being an active listener
• Recognising different viewpoints
• Negotiating and sharing ideas
• Being more open to new learning
• Cooperating in team situations

This could be supported by:

• Forging connections between learner and audience through publishing and dialogue on a blog
• Being aware of different audiences for different types of blogs, and how to behave appropriately in each
• Gaining understanding of the power of the network when blogging and finding like-minded people and non-like minded people
• Using blogs as sounding boards - leveraging the wisdom of the group and leveraging the wisdom of the individual
• Learning how to give constructive feedback through comments.

Participating and Contributing

• Being aware of local/national/global communities
• Understanding the purpose of these communities
• Responding appropriately in a group situation
• Making connections with others
• Taking on a range of roles
• Displaying an awareness of local, national, and global issues
• Being actively involved in community issues
• Understanding the importance of balancing rights, roles, and responsibilities
• Making decisions
• Contributing to social, physical, and economic environments

This could be supported by:

• Becoming 'part of the conversation' - reading and commenting on other blogs; finding out how to connect with interesting blogs
• Understanding the benefits of 'getting your ideas out there' - how this enriches your own teaching/learning
• The power of creating content and getting feedback on this from a global audience
• Collaborating with blogging projects between students/classes.

Thinking

• Being intellectually curious
• Taking risks with learning
• Actively seeking new knowledge
• Using critical/creative/metacognitive thinking strategies
• Making decisions
• Reflecting on own thinking/asking questions
• Challenging perceptions and assumptions

This could be supported by:

• Reflecting on the teaching and learning within the learning situation
• Challenging ideas and refining own thoughts around education in the process
• Effectively summarising the key learnings and showing how this impacts on my learning 
• Understand multiple perspectives and the importance of individual voice

Using Language, Symbols, and Texts

• Interpreting and using words, numbers, images, movement, metaphor, and technologies in a range of contexts
• Understanding how people respond to communication
• Using ICT confidently
• Exploring a range of literacies to communicate within a blog

This could be supported by:

• Using hyperlinks to add extra layers and depth to a blog
• Writing posts that communicate the message clearly and appropriately
• Using other ways to communicate a message other than text

Conclusion:
Blogging allows us to demonstrate key competencies. It is not particularly user-friendly as a record of learning because of navigation and lay-out issues. It does not make whole-picture learning readily accessible. It is more suited as a stream-of consciousness record of learning.
 It provides considerable navigational challenges when it comes to documenting a record of my Masters Learning Journey.

Picture Credit: ​https://selmar.edu.au/study-online/