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Our two proposed viewpoints for the educator to consider when working with ePortfolios, specifically biographicity and illustration making, likewise challenge or change the job of the instructor. Depending generally obviously on the ePortfolio exercises made in the course, the instructor might foster a capacity that is more the job of a facilitator of reflection than of arriving at explicit learning destinations. This doesn't imply that the educator as power and answerable for arriving at learning targets is suspended when working with ePortfolios and utilizing our proposed points of view. It just focuses to a significant educator attention to the shift between various jobs in the learning system of a course. The ePortfolio sets out various open doors for various types of learning exercises, and in this regard, we need to consider what this requests of an instructor. In the ePortfolio, we see a potential for working with learning measures that combine learning didactics and profession direction didactics. All things considered, we should not be incognizant in regards to the way that this difficulties conventional perspectives about the job of the instructor, and that the educator should be skillful in exchanging between various jobs and simultaneously meta-imparting to the understudies about these various jobs of the educator. 

The ePortfolio sets out open doors for supporting biographicity, and making arrangement measures noticeable for example by utilizing analogy work, yet with regards to delivering the potential all together for a learning interaction including computerized or comparable to apparatuses to bode well to understudies, we need to reinsert the educator into the situation. The educator is the essential sense producer, and the ePortfolio a substantial device in the understudies' learning interaction.