Learning portfolio

Also known as: portfolio, digital portfolio, e-portfolio

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:

  • showcase student learning and academic growth over time
  • can include written evaluations by educators and peers, as well as student self-reflection
  • support home-school connections when shared with parents.

Learning portfolio

ICT templates

How to use with ICT

For ease of use, select one platform for students to create their learning portfolio. Students can upload files, images, record their voice and write reflections. Teachers create a skeleton structure for students to organise their evidence. Teachers may annotate learning portfolios as they are created by students in Sway if the teachers create the link before the student begins.

Single computer

Use one document and assign a page to each student. Allocate time for students to write reflections using prompts.

External resources

Find out more 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


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

Disability, Learning and Support

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.


For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.


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.