Learning portfolios
Also known as: digital portfolios, e-portfolios
Learning portfolios are a purposefully selected compilation of student work that can cover a single project or include curated evidence over an entire course. They:
- support educators to assess students' academic growth by reviewing work samples over time
- provide oportunities for students to self-reflect and to receive written feedback from educators and peers
- support home-school connections when shared with parents/carers.
ICT templates
|
Google templates |
Ensure you are logged into your Google account before accessing these templates. |
|
Microsoft templates |
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to: |
How to use with ICT
- As Learning portfolios take place over a period of time, ensure students share access with you at the start so that you can view their work and reflections in real-time to support them throughout their learning journey.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| OneNote Class Notebook as an e-Portfolio on the Microsoft blog | OneNote Class Notebook as an e-Portfolio (new window) | A blog post about how to use class notebook as an e-Portfolio including how to set them up. |
| Using Microsoft Sway to create, reflect and provide feedback | Student digital portfolios with Sway (new window) | An informative step-by-step explanation to creating student portfolios with Sway including a comprehensive video for teachers. |
| Educause learning initiative: Advancing learning through IT innovation | Advancing learning through IT innovation (new window) | An overview of e-Portfolios by George Lorenzo and John Ittelson, Edited by Diana Oblinger, ELI Paper 1: 2005 |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Students with disability
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.