Artifacts and documentation of learning should be authentic to the learner. While discussing what is a portfolio, and what should we be placing in a portfolio is needed, the work shared in a portfolio should not be edited by a teacher. Encourage discussion about who is the audience.

Quality over quantity. This is a great question that each school should discuss as a team. What is manageable based on access to technology and time? What is authentic? The goal is not to have an "Instagram" thread, but a collection of quality documentation of the learning process. Remember to encourage and prompt learners to reflect back on goals and postings, to show growth over time. 

Media & Compatibility Troubleshooting Guide - Click here

The goal is to support learner reflection and sharing of the learning process with the ultimate goal is to shift from teacher driven, to learner driven reflection. However, this will take time, routine and practice. Role modeling through I do, we do, you do helps scaffold to independence.

Once learners are scaffolded on how to use the tool and why, perhaps create a station space in the classroom where learners, when ready, can go over and record, snap a picture, or upload documents. Laminated thinking routine prompts might help foster choice and voice in the reflection process. This does not have to be a whole class session but in small groups or independently once they are ready to reflect.

Consider focusing on supporting a handful of learners every few days ot sit beside, discuss learning, and support with reflection. There is such rich and valuable formative assessment opportunities in one-on-one conversations.

When pandemic restrictions shift to more interactions, consider having learner mentorship/ambassador opportunities.