In the 'DiViDossier' project 14 higher education institutions in the Netherlands cooperate to design competence-based learning activities with on line video. Objective of this study is to determine design principles for effective and efficient use of a digital video portfolio in university curricula. Learning from professional practice is an important activity of competence-based education. Central challenge is to learn to behave adequately in complex authentic professional situations, for example as a teacher trainee, a dentist-trainee, a medical trainee, or even as a learner of a foreign language. Reflection on one's own behaviour creates the opportunity to learn by analyzing, evaluating and planning new activities. There are at least three problems which prevent the full exploitation of authentic professional practice in educational programs. First, the workplace and the university 'speak' different languages, e.g. supervision from the institution and the field takes place from different perspectives which are not attuned to each other. There is often very little communication between tutors from the institution and coaches at the workplace (quality of supervision). Secondly, most evidence in portfolio's consist of (subjectively) written descriptions of own behaviour in professional practices instead of (objectively) registrated evidence of own behaviour in critical situations (quality of evidence). Thirdly, most evidence of acquired competencies are gathered in text-based portfolio's that are used within the context of an educational program. There is hardly opportunity for students to bring their portfolio's along while applying for a new job or for use in further life long professionalisation (quality of transfer). In this project, an online learning environment (DiViDU, see Kulk e.a. 2005) will be used with modules for analyzing, reflecting on, and assessing professional actions in authentic situations with streaming video fragments. In the Analysis module, students observe and analyse the actions of other professionals. In the Reflection module, students record their own actions, select video clips, put their video-clips online, ask for feedback from their peer-students and university teachers, they formulate alternative courses of action and try out new ones in similar professional situations. In the Assessment module, students collect video's of their behaviour in professional practice and describe their behaviour in relation to a critical situation, interpret definitions of competency, select video's of their behaviour and relate these to the competencies. They compare their video clips to demonstrate progress in relation to a competency, ask for and provide feedback and compose a coherent story with text and video to show progress in their professional behaviour. The feedback provided by peers, coaches at the workplace or by teachers at the university is also put online and is always connected to a specific video-clip.The study consists of a design research, carried out by the 14 partners of the project. In this design research, digital video portfolio have been designed, implemented, evaluated and redesigned in various contexts of university teaching. The following data have been collected- survey for students - (group) interviews with students, teachers and supervisors involved - documents and other data which are stored in the digital video portfolio - observation of supervision sessionsOnline video is expected to improve the quality of- supervision, by creating multiple possibilities for students to receive feedback on their professional actions - evidence, since their competencies are both observable and documented - transfer, since students can show their development of competencies in a new job or trainingKulk, R., Janssen, J., Gielis, A.M., Scheringa, E., (2005), DiViDU - Learning from Professional Practice through Online Video. Paper presented at ED-MEDIA 2005, World Conference on educational multimedia, hypermedia & telecommunications in Montreal, Canada.589 words