implementing e-portfolios for lifelong learning in europe · add web services & carry out a...
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Peter Rees Jones
JISC Lifelong Learning Programme
CETIS LIPSIG
University of Nottingham e-Portfolio
for Lifelong Learning Project
University of Leeds
Implementing e-Portfolios for Lifelong Learning in Europe
• a collection of authentic and diverse evidence,
drawn from a larger archive
• represents what a person has learned over
time, on which the person has reflected
• designed for presentation to one or more
audiences for a particular rhetorical purpose
The emphasis is on the external purpose: -
presentation.
Europe, extending US practice
A US definition of e-Portfolio: -
• The Netherlands extended the use of e-portfolios for self-reflection
• There is very similar “personal development planning” (PDP) practice in the UK: -
• a supported process by which an individual develops the ability to understand how and what he is learning, to set himself challenging but realistic goals, and to plan and monitor his progress toward them.
• This structured process increases the opportunities open to the individual and develops the skills and flexibility required for a modern economy.
The emphasis in the US definition is on the external presentation.
Europe, extending US practice
Here, there is an equal emphasis on the internal processes developing the ability of the learner & leading to the presentation.
• At European level, Lifelong Learning is seen as essential to the Lisbon Process.
• The Europass instruments will provide key parts of a lifelong learner record and an essential component of e-portfolio.
• There are UK pilots of an e-portfolio to support a learner moving from school to college, to university and into work.
• A government priority is to ensure that initiatives of this kind are available to all sections of society.
• There is significant investment at Commission and National level in a framework that can make Lifelong e-Portfolios a practical reality.
In the US there are no co-ordinated federal
policies to develop e-portfolios above the level
of individual states.
Europe, extending US practice
• Lifelong Learning: Here, e-Portfolios supporting separate episodes of education and employment must be able to join up to provide a learner with an e-Portfolio throughout life.
• Mobility of Labour across national boundaries requires e-Portfolios used in one member state to join up with the e-Portfolio a worker uses in another.
• Multilinguality: Workers should be able to use their native language in their Personal e-Portfolio even though they increasingly use other languages for presenting themselves in education and the workplace.
Distinctive European Requirements
• Help learners develop their e-portfolios (e.g.
skills checkers)
• To present e-Portfolios of what has been learned
• To join up separate e-portfolios to support
transitions between education and employment
and create an e-Portfolio for Lifelong Learning
• For multilinguality
In Europe e-Porfolio tools and services are needed to: -
These tools and services should be taken into
account in a European definition of e-portfolio
Distinctive European Requirements
• US definitions of e-Portfolio do not take account of e-Portfolio tools and services. The active services and tools that a learner uses in conjunction with the e-Portfolio to review, plan and present his development should be included in the European definition of e-Portfolio.
• In this way the use of an e-Portfolio can increase the opportunities open to any citizen and help meet the need of the European economy for a highly skilled and flexible workforce.
• National governments and the European Commission have an important role to play in promoting the use of e-Portfolio throughout society.
The following propositions are offered to inform discussion: -
Defining e-Portfolio for Europe
• XML is an obvious means of exchanging learner information.
• The IMS in the Learner Information Packaging specification provides XML protocols.
• CEN has agreed that this should form the basis of European standards in this area
• BSI has produced a standardised version of IMS LIP as the UK Lifelong Learning Profile (UKLeaP; - BS8788)
• JISC is making a major investment in this area, e.g. to add web services & carry out a legal study.
• Following initial pilots, reference models will be developed….
• Leading to pilot implementations….
• For example of an electronic Diploma Supplement.
A Technical Starting Point
• How do universities want to make use of the DS?
• What kind of DS might universities want to have
in 10 years time?
• But what kind of e-DS might a university be able
to implement in 2006?
An e-Portfolio object; Achieving a common European e-DS
The problem is not just the technology.
What are the requirements?
An outline set of business process use cases
for the e-DS are being produced within the
context of e-portfolio.
• Minimum (no change to existing ICT Dbs)
• Upgraded (incremental changes in existing systems to take advantage of e-DS)
• Optimised (new systems specified to take advantage of e-portfolios / PLEs and therefore of the e-DS.)
• The same levels apply to the overarching e-Portfolio containing such objects
Levels of implementation
Extensibility
An employer view An academic view
Skills Academic modules
What should appear as DS programme details?
<competency> <activity>
Increasingly institutions may need to specify the
learning outcomes or skills achieved by students
<RDCEO> <activity>
<relationship>
PRPG
Supporting transitions to HE: - Scenario A
e-Portfolio
PRPG Personal Review, Planning and Guidance
(Tomlinson recommendation 9)
1. I, the student, am introduced to Personal Review
Age 14 Enters Curriculum Unit
PRPG
Supporting transitions to HE: - Scenario A
PRPG PRPG PRPG
Applies Univ.
Univ MIS
Age 19 Registers @
University
tutor PDP
e-Portfolio
2. At age 16, Personal Review helps me decide what & where to study at college
3. I decide to apply for University 4.I register, meet my tutor and continue “PDP”, a
type of Personal Review
Age 16 Moves to
college
Age 14 Enters Curriculum Unit
PRPG
Implementing Lifelong Learning: - Scenario A
PRPG PRPG
Age 16 Moves to
college
PRPG
Applies Univ.
Univ MIS
tutor PDP
e-Portfolio for Lifelong Learning
Nottingham City passport
Nottingham City passport
Nottingham University e-pars
Age 14 Enters Curriculum Unit
Age 19 Registers @
University
Application to 2nd Cycle Pre conditions
Scenario D Use Case 2
University 2nd
Cycle admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Applicant
Provides initial information
Webservices return
Webservices call
Other interactions
Application to University after 1st Cycle Pre conditions
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Web
Portal
ApplicantReferee
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Application to University after 1st Cycle Pre conditions
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Web
Portal
ApplicantReferee
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Application to University after 1st Cycle Pre conditions
1st
Cycle
e-DS
Reference
Job Spec-
ification
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
Employer New Graduate Hire System1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Web
Portal
ApplicantReferee
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Scenario D Use Case 2
1. I, the applicant, provide a key for the
expert agent to call specified resources
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
ApplicantReferee
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
2. The agent calls and assesses the hard
. evidence
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Applicant
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
3. The agent makes a recommendation to the
Recruiter.
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Applicant
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Decision
4. The recruiter shortlists the applicant and
the agent calls further ‘soft’ resources
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Applicant
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Decision
4. The recruiter receives customised information through a
an expert tool and assesses against the job specification.
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Applicant
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Decision
Tool
6. There is a weakness; linguistic ability. 7. The expert agent fetches the School Transcript
8. The recruiter carries out a detailed assessment.
Scenario D Use Case 2
1st
Cycle
e-DS
Reference
Entry
Require-
ments
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
University 2nd
Cycle Admissions1st
Cycle e-Portfolio
(Could be held in 1 or * systems)
Applicant
Recruiter
EXPERT
AGENT
Provides initial information
Webservices return
Webservices call
Other interactions
Other e-P
objects
Decision
Tool
School
Transcript
Postconditions: - The applicant is offered a
place subject to improving
his or her linguistic skills
1st
Cycle
e-DS
Reference
2nd
Cycle
Entry
Criteria
1st
Cycle
Disertation
Student
Self
Evaluation
Europass
CV
2nd
Cycle University
Student Application System
1st
Cycle Learner Profile
(Could be held in 1 or * systems)
Web
Portal
ApplicantReferee
Admissions Tutor
TOOL
Provides initial information
Webservices return
Webservices call
Other interactions
Decision
Scenario D Use Case 2
Defining e-Portfolio in Europe
• Submit a scenario of your actual or intended use of e-Portfolio to : -http://www.eun.org/eun.org2/eun/en/About_eschoolnet/content.cfm?ov=33518&lang=en
• Submit a personal perspective on a national or regional development of e-Portfolio to p.r.jones@adm.leeds.ac.uk
• Complete the survey of your personal use of an e-Portfolio provided by EIfEL http://www.qwiki.info/projects/Europortfolio/surveys/eps1
• If you offer a software product, participate in an international review by contacting b-h.richardson@ntlworld.com
How can you contribute?
A map of UK e-Portfolio Scenarios
t
Y9<
PDP
Y 9 – 11 full
time education
& PDP
Work
Exper-
ience
Work &
End Y8
End
Y11
Full Time FEC
education &
PDP
Y13
Train
ing
Work &Train
ing
Full Time
1st
Cycle HE
Get a
job?
Work &Train
ing
Full Time
2nd
Cycle HE
t
No
tting
ha
m C
ity
Pa
ss
po
rt
MLEs
No
tting
ha
m C
ity
Pa
ss
po
rt
UC
AS
UK
Ce
ntra
l HE
ad
mis
sio
ns
Se
rvic
e
No
tting
ha
m U
niv
ers
ity
eP
AR
S
Get a
job?
Scenario AScenario B
Scenario C
Scenario D
Many
Lifelong
Learning
Scenarios
to
be
specified
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