 Welcome to the short video on how to build a Cmult portfolio. If you're new to the Cmult accreditation scheme, please watch our short video introduction and find out more. The first question we're going to look at is what does the Cmult portfolio look like? You can choose your own format and the Cmult framework provides the structure. You can choose for example an e-portfolio, a blog, you can use a document or also a website. We provide more information and examples of portfolios and individual sections via the alt website. Regardless of which tool you choose, each portfolio has to include the required structure, including all the call areas and at least one specialist area. If you're uncertain how to select the best format, consider that whichever tool you choose, it needs to help you to describe what you have done, provide evidence and also reflect on what you've learned as a result of the actions that you describe. Select your tool to help you facilitate all three aspects of your portfolio, the description, evidence and reflection. Each portfolio needs to contain this structure, a contextual statement, call areas 1-4, a specialist option and then a section on future plans and a confirmation. We'll now look at each of these in turn. The contextual statement should provide a concise biography, outlining your career and history, current roles, also highlighting briefly the operational context in which you work. This section is not assessed, but it can be very helpful for the assessors as they approach the rest of your portfolio. Think of it a little like the beginning to your CV. The first core area is called operational issues and it has three sections. 1-A is an understanding of the constraints and benefits of different technologies. 1-B, technical knowledge and ability in the use of learning technology. 1-C, supporting the deployment of learning technologies. The second core area is about teaching, learning and or assessment processes. It has two sections. 2-A is an understanding of teaching, learning and or assessment processes and 2-B an understanding of your target learners. One question we get asked frequently is whether it has to involve students in terms of learners and in this instance we interpret learning, teaching and assessment processes that can also be applied to CPD, staff support, maybe HR support, learning and teaching services, librarians, technical roles and similar. Again, if you're not sure please contact us and we can provide you with additional feedback. The third core area is called the wider context. Here you should demonstrate your awareness of an engagement with wider issues that inform your practice. For example, an understanding and engaging with legislation policies or standards such as in the UK intellectual property rights, copyright or creative comments licensing, accessibility, disability or other policies relating to students and supporting learners or staff. Also data protection and freedom of information. Policies similarly can apply to internal institutional policies, national policies or international policies. You're going to have to cover at least one legislative area and either a second legislative area or a policy area. The fourth core area is called communication and working with others. Here you should demonstrate your knowledge and skills in relation to communications through working with others and also examples which might include participation in a team or acting as an interface to other groups. Once you've covered all the four core areas, you can focus on a specialist area. You can choose at least one but you can also include more than one. We've included an indicative list of possible specialist option. However, you are free to choose a different one and select an area that reflects your expertise. A specialist area is something that's not common to all individuals who work with learning technology. Maybe everybody in your particular team has the same specialism but it won't be common to all individuals who have the same role as you. We provide some examples here including open educational resources, learner support, accessibility, copyright, evaluation, project management or designing tools and systems. But this is a real opportunity for you to be creative and allow your portfolio to reflect your professional practice. The last portfolio section you need to include is called future plans. This is not assessed and can be as detailed as you like but the purpose of this is to help you plan for your professional development, help you reflect on the areas in which you want to develop next and we hope it will also be useful when preparing to meet your continued professional development requirements. The portfolio will be updated every three years and this section is a key section that needs to be updated. Now, looking at the different core areas but also the specialist option there are three elements which each section must contain. Firstly, it needs to describe what you have done. We encourage you to write in the first person even if you work as part of a team. Try and be as clear and as concise as possible about what it is that you have done and describe its context briefly. Then you need to consider how you can evidence and demonstrate that you've done what you've described. So you might include links to certificates or you might include reports or screenshots, lesson plans and so on. If a lot of your evidence is online and you want to include links to it you need to keep in mind. Firstly, that assessors need to be able to access it. Is your evidence behind a login? If so, you may need to request a specific login for assessors to use longer term. Secondly, you need to think about containing the evidence in your portfolio long term. You might find links can deteriorate or you might lose access to specific tools or platforms either within your institutions or if you change roles. Thinking about collating your evidence long term is a really important part of your professional practice. We encourage wherever possible to include screenshots or other types of evidence that you can be the owner of rather than relying on other systems. Most importantly, there is a reflective process and you need to include a reflection of what you've learned as a result of doing it, what it meant to you, how you might do things differently next time or the impact of your work on learners or colleagues. The reflective process is key to a CMOD portfolio and the process overall. It is also the area that's most commonly lacking and the reason for which portfolios most likely get referred. So if you're new to reflection, there's a really helpful couple of tips. Ask yourself, so what? Why have I done this? What is the difference that has made? Secondly, consider that you can also reflect on things that went wrong. CMOD portfolios don't just have to reflect all the successes. Working with learning technology involves a lot of messiness, a lot of things going wrong. So if you're finding that you're reflecting on something that went wrong, that's just as valid as something that was a real success. To summarise, for each section you should include a description of what you've done relevant to the section, you should reflect on this and provide supporting evidence. Overall, throughout your whole portfolio, keep in mind the CMOD key principles. They inform the entire scheme and should inform your work. To repeat, they are a commitment to exploring and understanding the interplay between technology and learning, a commitment to keep up to date with new technologies, an empathy with and willingness to learn from colleagues from different backgrounds and specialisms, and finally, a commitment to communicate and disseminate effective practice. Thank you very much for watching this short video. We hope you found it helpful and we recommend that you refer to the CMOD guidelines and to the support available via the ALT website for further information.