Finding the right candidates for positions is a difficult task for employers. For job applicants obtaining the best positions available can also be challenging. One problem is the inherent weakness of one page cover letters, two page resumes, or short portfolios to present an applicant's talents thoroughly. One successful method of displaying a job hunter's talents to potential employers is the use of electronic career portfolios (Electronic portfolios). Electronic portfolios allow job hunters to showcase their talents for employers. However, the increased use of Electronic portfolios by students, job hunters, and employees in various occupations from teaching to graphic design, has resulted in similar content being included in portfolios. This similar content creates a dilemma for employers when attempting to distinguish one potential employee from another. A method that assists in distinguishing portfolios is the use of video clips to introduce the applicant and their work. The primary purpose of this project was to evaluate the effectiveness of an instructional design module created to teach students how to add video to their Electronic portfolios. Graduate level students in an Educational Technology (ETEC) class, their instructor, and persons in the position of hiring or working with students in obtaining positions participated in this project. The student's attitudes and opinions about the project were measured through surveys. The surveys asked questions about the skills used in the project, with regard to each component of Keller's ARCS Model of Motivational Design: 1) attention, 2) relevance, 3) confidence, and 4) satisfaction. The students also had a checklist to use in order to gain measurable data for the creation of their videos for their portfolios. Participants commented that the module was helpful and some noted that they were excited to create additional videos to add to their portfolio in the future. The instructor's perceptions of using the module and the addition of videos to a student's portfolio were also measured. This resulted in very positive feedback and a request suggestion that to use the module for future classes. The evaluation of the portfolios by hiring personnel was added to the plan after the project had been designed and implemented. These evaluations were also positive about the use of videos in portfolios. The results revealed that the Web-based Video and Electronic Career Portfolios instructional module was effective in teaching students how to add video to their Electronic portfolios. The primary purpose of this project was achieved. [Appended are: (1) Student Instructions; (2) Student Checklist; (3) Student Pretest Survey; (4) Student Posttest Survey; (5) Instructor Survey Results; and (6) Employer/Hiring Personnel Survey.] (Contains 10 tables and 3 figures.)