Sung-Wook Shin(KERIS)Jon Mason(Queensland Univ. of Tech.)

An e-Portfolio Reference Model for e-Learning

2011. 10. 17

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Background Purpose Drafting the Report Technical Components Conclusions

Contents

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During 2009 there was consensus to initiate work on a Technical Report representing a reference model and informing technical implementation of e-portfolio systems within learning context

During 2010 use cases were col-lected and an initial draft was pre-pared

Background

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ISO/IEC 20013 has been in progress since 2010.

The challenge of developing interna-tional consensus is never easy.

This study presents a case-study within the formal standards context of Information Technology for Learn-ing, Education, and Traning(ITLET)

Background(cont.)

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It is focused on developing an infor-mative, as opposed to a normative, Technical Report by 2012

The intention is to provide guidance concerning interoperability issues rather than detail a set of prescrip-tive specifications

Purposes

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Definition terms and scopee-Portfolio aims to show aspects of a

student’s learning process, using Web-based communication tools and various methods of expression, such as audio, video, and graphics (Barrett, 1998)

learners build and manage their arte-facts in a digital format which reveals their capabilities in handling digital me-dia while enabling self-reflection about their learning.(Tosh and Werdmuller, 2004)

Drafting the Report

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Definition terms and scope(cont.)an e-Portfolio in LET contexts can be ex-

amined from two perspectives: learners and assessors.

a learner will typically use an e-portfolio for storage of learning artefacts, self-dir-ected learning and reflection, career planning and social activities.

An assessor perspective is likely to ex-tend beyond educational institutions to include potential employers and work-places.

Drafting the Report

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Definition terms and scope(cont.)An e-Portfolio is a collection of data and

electronic information aggregated within an IT system to support LET and professional development activities through automated and manual means, and used for a diversity of purposes, such as: storage of personal electronic artifacts; personal journalism for reflective learning; collated evidence of learning, experience, and achievements; and presentation of selected views of this content to prospective and existing employ-ers(from ISO/IEC 20013).

Drafting the Report

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e-Portfolio typesAccording to the purpose of use,

DevelopmentalAssessmentShowcaseHybrid: A blended all of the above(Choi Ae-kyung, 2005)

Drafting the Report

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Call for use-cases to SC36 NBLOs In order to initiate ISO/IEC 20013, co-ed-

itors called for use cases of e-portfolio in e-Learning to all SC36 NBLOs.

As results, 8 cases contributed from 5 NBs(AU, CA, CH, FR, KR) and 2 study cases including IMS

Based on these cases, ISO/IEC 20013 was initiated.

Drafting the Report

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Delphi survey for composing three to four rounds of questionnaire

surveys are generally carried out with the same respondents to collect opinions from expert groups.

The study involved Korean researchers to compose e-Portfolios after comple-menting and revising the e-Portfolio elements to fit the Korean situation.

Drafting the Report

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Standards for Composing e-Portfolio Categories and ElementsBased on ISO/IEC 20013, the model

gathered together common elements to form a hierarchical structure for broad (category), middle (element), and spe-cific (item) classifications.

To overcome any shortcomings, this study defined only essential categories and the essential elements that belong to each category.

Drafting the Report

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e-Portfolio CategoriesTo set the criteria for a broad classifica-

tion of e-Portfolios, an individual’s edu-cational activities need to be considered from the viewpoint of lifecycle.

One of the key ideas of constructivism is that knowledge is constructed through a learner’s experiences and self-directed learning.

Technical Components

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e-Portfolio CategoriesAccording to Wolf and Dietz(1998), there

are three definitions for portfolio func-tions from learner perspectivesto show the learning process of learnersto assess learnersto showcase professional development of

learners to othersHowever, it is not only for a learner, but

also……

Technical Components

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Technical Components

e-Portfolio Systems - loosely coupled applications & services

Learner/ worker

EmployerEducation & Training Or-ganisation

e-Portfolio Systems - loosely coupled applica-tions & services

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e-Portfolio Categories

Technical Components

criteria content categories

Individual Basic information of usersIdentification

Synopsis

Education Artifacts from user’s education, performance, and process

Education

Outcomes

Career Career and professional activi-ties

Capability

Career

Experience All extracurricular activities other than regular courses Experience

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e-Portfolio ElementsBerrett(2001) and others pointed out

“goal”, “data”, and “reflection” as ele-ments that must be included

This means that the concept and activity of “self-reflection” must be included, in acquiring and nurturing the qualification of “practical knowledge” and “reflective thinking ability”, as essential activities of the e-Portfolio

Technical Components

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e-Portfolio Elements

Technical Components

categories content elements

Identification This includes information that can prove user identification

User information

Contact information

SynopsisThis includes information of the past, present and future which can describe individuals

Interest

Goals & plans

Personal essay

Education This includes information of schools that provide regular programs

K-12, college, and uni-versity

OutcomesThis includes information of all out-comes and reflection individuals have performed in regular programs

Grade

Artifacts

Awards

Reflection

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e-Portfolio Elements(cont.)

Technical Components

categories content elements

Career This includes information of vocation or job activities

Career path

Awards

CapabilityThis includes information of all quali-fications individuals have acquired in their lifecycle.

License or certification

Skills

Language spoken

Reflection

Experience

This includes information of experi-ence and reflection individuals have had in non-regular educational envi-ronments.

Self-regulated activi-ties

Career planning

Volunteer services

Social activities

Reflection

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e-Portfolio ItemsItems of specific classification can be in-

cluded in the elements of middle classi-fication.

Depending on educational areas and viewpoints of each school level, items are expected to be many and varied.

As different items are used by high schools and colleges, and different items of the e-Portfolio are required or managed by colleges and businesses

Technical Components

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e-Portfolio ItemsFor examples,

User information: name, gender, date of birth…

Personal essay: background, cases of challenges…

Artifacts: assignment, project outcomes, presentations…

Technical Components

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Technical Components

[Figure]

Structure of the e-portfolio reference model

<7 categories & 25 elements>

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This draft of e-portfolio categories has been developed from a lifecycle perspective.

It also proposed standardized ele-ments by category and presented examples of the many and varied items that can be included in each element.

Conclusions

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A key difficulty lies in ensuring a sys-temic connection of information be-tween different levels of schools, edu-cational institutions, and jurisdictions, as well as between educational insti-tutions and businesses.

However, without solving this, the consequence will be discontinuities in information management and little portability of data.

Conclusions(cont.)

Thank you