BDSQ Portfolio
(Basic Didactic Skills Qualification)

Ni Wayan Jemiwi Jero, S.Sos., SH., M.Fil.H., CT.BNLP., CHt.
Educator | Researcher | Life Coach
Founder, Bali Coaching Institute & SELFLOVE Bali Wellness
Editor-in-Chief, International Journal of Human Flourishing and Consciousness Studies
Module Coordinator of Mindfulness Minor at UNTRIM International, in cooperation with NHL Stenden University of Applied Sciences

Welcome

Welcome to my BDSQ Professional Portfolio.

This portfolio documents my professional learning journey throughout the BDSQ program. It presents evidence of my development across the five Learning Outcomes through my teaching practice within the Mindfulness Minor (MD), Mindful Leadership (ML), Inspirational Coach and Leader (ICL), and Entrepreneur in Action (EiA) at UNTRIM International, in cooperation with NHL Stenden University of Applied Sciences.

Portfolio Structure

The portfolio is organized into the following sections:

  • Learning Outcome 1 – REFLECTIVE TEACHING
  • Learning Outcome 2 – TEACHING PRACTICE
  • Learning Outcome 3 – DESIGNING EDUCATION
  • Learning Outcome 4 – TESTING AND ASSESSING
  • Learning Outcome 5 – DIGITAL DIDACTICS
  • Conclusion
  • Acknowledgements

Each section presents a different aspect of my professional development while contributing to one coherent journey as a reflective educator committed to meaningful, student-centered learning.

Thank you for taking the time to explore this portfolio. I hope it provides a clear, authentic, and reflective account of my ongoing development throughout the BDSQ program.

If you would like to learn more about my professional background, teaching roles, and academic profile, please visit:

Quotes by Jero Jemiwi

“Meaningful learning begins with awareness, grows through reflection, and is realised through purposeful action.”

Learning Outcome 1: REFLECTIVE TEACHING

In the following sections, I demonstrate how I have worked on my professional development as a reflective teacher by critically examining an issue from my own teaching practice through theory, feedback, reflection, and evidence.

This exploration is based on my Emotional Intelligence and Self-Assessment masterclass. In this masterclass, I aimed to connect conceptual knowledge with students’ emotions, thoughts, bodily sensations, needs, behavioral patterns, and professional experiences.

Through reflection on my teaching practice, I identified a central professional issue: how to maintain theoretical clarity while giving students sufficient time, safety, choice, and feedback to interpret their own experiences and take responsibility for their learning.

This inquiry made me more aware of how my pacing, questioning, use of silence, and tendency to provide explanations too quickly could influence the depth and inclusiveness of student learning. I learned that reflective teaching requires more than an engaging lesson design. It requires me to tolerate silence and uncertainty, recognize different processing rhythms, create explicit psychological safety, and distinguish visible participation from actual evidence of learning.

In short, this portfolio represents my journey in answering the question:

“How can I develop from a teacher who explains and directs learning into a reflective facilitator who creates the conditions for students to investigate, interpret, and regulate their own learning?”

Please click below to explore my work for Learning Outcome 1.

LO1 Video – E6 Anonymised student feedback (evidence)

Learning Outcome 2: TEACHING PRACTICE

 In the following sections, I demonstrate how I facilitate learning processes through deliberate didactic choices that promote mutual and self-regulated learning among students.

This exploration is based on my teaching practice in the students: Mindfulness, Mindful Leadership, Inspirational Coach and Leader, and Entrepreneur in Action modules. Across these learning environments, students explored Emotional Intelligence, Polyvagal Theory, Mindfulness, and embodied self-regulation in relation to their personal, entrepreneurial, and professional development.

My teaching approach moves students beyond receiving information. Through group research, peer presentations, pair dialogue, the Self Love Card, and mindful walking, students are encouraged to investigate concepts, learn from one another, observe their internal experiences, and select appropriate strategies for their own learning and wellbeing.

Within this process, my role is to design meaningful learning sequences, create psychological safety, provide clear instructions, ask activating questions, differentiate learning pathways, and support students without taking over responsibility for their learning.

In short, this portfolio documents my effort to answer the question:

“How can I facilitate learning so that students actively learn with one another while increasingly taking responsibility for regulating and directing their own learning?”

Please click below to explore my work for Learning Outcome 2.

EVIDENCE

LO2 Video 1 – Feedback Mr. Dhana, Module Coordinator Mindful Leadership Minor M4 2526

LO2 Video 2 – Feedback Students Mindful Leadership M3 2526

Learning Outcome 3: DESIGNING EDUCATION

In the following sections, I demonstrate how I redesigned a student-centered learning environment within the Mindfulness Minor by connecting learner needs, program outcomes, Design-Based Education principles, theory, implementation, feedback, and evaluation.

The redesign focuses on Emotional Regulation and uses the Self Love Card as an authentic educational tool. The central challenge was that students could understand mindfulness and emotional regulation conceptually, yet still struggle to recognize their actual emotions, thoughts, bodily sensations, needs, and behavioral impulses in real situations.

To address this gap, I redesigned the learning environment from a theory-led approach into an experience-theory-dialogue-action cycle. Through mindful observation, the Self Love Card, facilitated dialogue, role play, reflection, and professional application, students became active investigators of their own learning and emotional-regulation processes.

Within this design, my role shifted from being the main source of interpretation to becoming the designer and facilitator of a structured, safe, and iterative learning environment. I created opportunities for students to explore authentic challenges, connect theory with lived experience, test possible responses, receive feedback, and translate insight into future professional action.

In short, this portfolio documents my effort to answer the question:

“How can I redesign a learning environment so that students actively investigate their own experience, connect theory with practice, test possible responses, and transfer their learning into professional action?”

Please click below to explore my work for Learning Outcome 3.

Figure 4. DBE learning arches for Session 1, showing the 90-minute progression through Safe-Source-Sound (Setting, Holding, and Landing), with five aligned learning activities and a mid-arch reflection

LO3 Video 1 – Selflove Cards Practice Mindfulness MP2 2526

LO3 Video 2 – Feedback Students Mindful Leadership MP3 2526

Learning Outcome 4: TESTING AND ASSESSING

In the following sections, I demonstrate how I designed, implemented, analyzed, and improved an assessment process within the Emotional Intelligence and Self-Assessment masterclass in Minor Mindfulness.

This exploration is based on the Integrated Mindfulness Assessment Pathway, which connects three progressive units: individual self-reflection, a collaborative self-help manual, and a workshop-style performance assessment. Together, these units move students from Self-Discovery, through Self-Development, towards Self-Mastery.

The central challenge was to develop an assessment that could make students’ embodied Emotional Intelligence learning visible while remaining valid, reliable, transparent, efficient, fair, and ethically responsible. To address this challenge, I redesigned the assessment from lecturer-led coaching comments into a criterion-referenced and learning-oriented process in which students understand the goals, interpret criteria, use feedback, revise their work, and take responsibility for further development.

Within this process, my role extends beyond creating an assignment or rubric. I organize the complete assessment cycle: clarifying purpose and construct boundaries, establishing agreements, designing assessment materials, supporting fair implementation, judging evidence systematically, communicating results developmentally, and using evaluation to improve the next assessment cycle.

In short, this portfolio documents my effort to answer the question:

“How can I design and organize an assessment process that produces trustworthy evidence of student learning while also strengthening feedback literacy, self-regulation, fairness, and professional development?”

Please click below to explore my work for Learning Outcome 4.

EVIDENCE

Learning Outcome 5: Digital Didactics

In the following sections, I demonstrate how I use digital didactics as purposeful learning design within a blended Emotional Intelligence and Self-Assessment microcourse.

The microcourse consists of four 90-minute sessions delivered over two weeks. Its digital learning environment combines Microsoft Teams, Mentimeter, YouTube, breakout or group work, FeedbackFruits, and digital self-assessment tools. Each resource is selected for a specific pedagogical purpose, including access, activation, interaction, conceptual input, collaboration, feedback, reflection, and professional transfer.

The central principle of my design is that technology should not be added merely for variety or decoration. Digital tools must contribute directly to the intended learning process. Teams provides the blended learning space, Mentimeter makes participation and prior knowledge visible, short videos make Emotional Intelligence concepts more concrete, group work supports collaborative meaning-making, and FeedbackFruits and self-assessment activities generate reflective evidence and feed-forward action.

Through this digital sequence, students are supported in understanding Emotional Intelligence concepts, applying them to authentic personal and professional situations, critically interpreting self-assessment results, and demonstrating reflective capacity. My role is to connect learning outcomes, digital activities, student interaction, and assessment into one coherent and accessible learning journey.

In short, this portfolio documents my effort to answer the question:

“How can I use digital resources purposefully to strengthen participation, interaction, feedback literacy, reflection, and self-regulated learning?”

Please click below to explore my work for Learning Outcome 5.

Conclusion

My journey through the five Learning Outcomes has been a meaningful process of professional learning and development. Through reflective practice, intentional educational design, the refinement of my teaching strategies, evidence-informed assessment, and the purposeful use of digital technologies, I have developed a deeper appreciation of how student-centred learning can be supported through sound pedagogical principles.

This journey has also reinforced my understanding that meaningful learning extends beyond the acquisition of knowledge. It emerges through emotional awareness, embodied presence, lived experience, and ongoing reflective practice. While I recognise that professional growth is a continuous process, I remain committed to learning, refining my practice, and responding thoughtfully to the evolving needs of my students and educational context.

Looking ahead, I aspire to continue growing as an educator who not only shares knowledge but also creates learning environments in which students are supported to become more mindful, self-aware, and capable of applying their learning in both personal and professional contexts. In doing so, I hope to contribute, in meaningful ways, to the cultivation of a more mindful, compassionate, and collectively conscious society.

References

Testimonials

Colleague Feedback (Ms. Angie, Guest Lecturer UNTRIM International)

Student Feedback (Ms. Manoa, Student Mindfulness M4 2526 NTRIM International)

Colleague Feedback (Ms. Erna Wiles, Module Coordinator, UNTRIM International)

Colleague Feedback (Mr. Made Rimanta, Lecturer & Module Coordinator EiA UNTRIM International)

Acknowledgements

I would like to express my sincere gratitude to the BDSQ coaches, mentors, assessors, management, programme team, colleagues, and students whose guidance, feedback, and encouragement have supported my professional development throughout this journey. Their trust and willingness to learn together have been an invaluable source of inspiration and have shaped this portfolio in meaningful ways.

Thank

You!

Pramasuksma,
Thank You, Dank u wel