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DPF-IThe design of the
INHOLLAND e-portfolio system:
Functioning and implementation
Marcel Kemper
Project Manager E-Portfolio implementation
Dublin, March 31st 2005
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Content of the presentation
1. The digital campus of INHOLLAND
2. The functional design of the e-portfolio
3. The implementation of the digital portfolio
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ICT infrastructure :
•Equal for every location of INHOLLAND
•Always and everywhere available
•Prepared for distance learning
•And of course: One Active Directory
INHOLLAND ICT Challenge
Scale:
6 main locations, nine smaller locations, 48.000 employees and students6483 PC’s, ca. 600 laptops, 757 printers, 250 servers,users> 45.000,15 - 20.000 mutations, mailboxes > 47.500 > 1500 educational applications
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Wide Area Campus Infrastructure
Analoog/ ISDN
Analoog / ISDNKabel / xDSL
Draadloos
SERVICE CENTER
LAN
Hoofdvestiging n
Et ceteraStandaard en uniform aan
Hoofdvestiging 1. LAN
Nevenvestiging n
Nevenvestiging 2
Hoofdvestiging 1
LAN
Hoofdvestiging 2
LAN
1 G
bps
1 G
bps
1 Gbps
100 Mbps
1 Gbps
Bedrijfsapplicatie Servers
Speciale Input/Output Servers
ServerServerServer
Web ServersTerminalServers Generieke Applicatie Servers
Centrale Onderwijsapplicatie servers
Centrale
opslag
WorkstationsLaptops
Dial-inServices
Internet
VPN
Draadlozetransmissi
e
Site-to-siteVPN's
S/W Distribution Servers
WANSURFnet
Via ISP
Via eigen dienst
Nevenvestiging 1
LANServerServer
WorkstationsLaptops
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First draft of the digital campus
Inschrijf -sy steem
Inschrijv ing
IntakeAssessment
EVC's
Opleidings-keuze
Beroepsgerichtecompetentie-
prof ielen
POP
DPF
Vaststellen tebehalen
competenties
Beschikbareleerinhouden
Behalen v ancompetenties
Diploma
Assessment
LCMS CSCL
Competentie-prof ielen
Studiev oort-gangs-
registratie-sy steem
PAP
Leerroute-management-
sy steem
Rooster-inf ormatie
Mogelijke herziening
ELO
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The intranet
TEAMsiteProject environment
NEWSsiteINHOLLAND News
EDUsite:INFO Schools
Educational content BlackboardStudy Guide
Onsite: Info Organisation
& Services
INSITE:Startpage
personalized MYsite
http://insite.inholland.nl/
MYsitePersonal
dashboard
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E-portfolio integrated in the intranet
People SoftGrade view
DPFTeacher
DPFEssay
DPFproduct
STARTpageNews
STARTpageSearch
Study guideInformation
People SoftEnrolment
EDU SiteClass list
EDU SiteTimetable
Study guidePrint
EDU SiteBlackboard
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The students view
ÍndividualEvidences“Essays”
General InformationFromINHOLLANDSchools
CollaborativeLearning
Learning Units
Digital Portfolio
Intra
net
Blackboard
communities
courses
Student
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e-portfolio: key functionalities
Essay
Personal Document library
List of assessed essays
Teacher assessor
Objectives
-Study guidance-Professional activity
-Topics-Competences
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Portfolio
MYsite Student:
Personal
dashboard
Portfolio CompetencesEssays
Fellowstudents
etc..
MYsite Docent:
Teacher:view studentsassessment
PDPPAP
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Basic functionalities
On behalf of the learning process an infrastructure is needed with
different functions:
1. Storage of basic information for the student, the teacher and the
assessor.
(for instance competence descriptions, source material, timetables etc)
1. Storage of students’ products and evidence folders.
2. Medium for communication between student and teacher.
3. Presentation medium for the student for assessments.
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Start page
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My Site
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My Portfolio
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The students portfolio
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Personal Development Plan
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Adjusting the personal development plan
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Personal Activity Plan
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The objectives
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Adjusting an objective
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Adding an objective
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An essay
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Requesting to read an essay
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Choosing a user from the address book
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Receiving a request to read
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Reading the essay
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Requesting for feedback
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Providing feedback on the essay
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The student receives the feedback
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The student manages rights
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The student receives comment on the essay
de diverse commentaar op het verzoek essay te lezen
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Adding an essay
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Adding documents to the product library
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View on tasks issued
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Implementation
Large implementation project concerns:
15 Schools
Well over 14.000 first year students
Well over 3.500 employees
Some Schools with experience in higher years
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Project duration & phasing
Project duration: Sept 1st 2004 until Sept 1st 2005
Phasing:
• Preparation phase Until Sept 1st 2004
software development and information to future users
• Introduction phase September & October
wide roll out, training and information for Schools
• Implementation phase November until February
First user experiences from early adaptors
• Realisation phase February until May
Emphasis on wide implementation
• Evaluation phase May & June
Determination of user satisfaction
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Project organization
Project Manager
Project managerDiemen
Projec managerHaarlem
Project managerAlkmaar
Project managerRotterdam
FunctionalApplication
management
Trainers
Educational Advisor
School Management
E-portfolioCoordinator
Teachers
Project team e-portfolio implementation Schools
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Evaluatie
Fasering Digitaal Portfolio Implementatie
Introductie Implementatie RealisatieVoorbereiding
On
de
rwijs
kun
dig
Be
he
er
Mig
ratie
en
Uitf
ase
rin
gT
rain
ing
Co
mm
un
ica
tie e
n P
rom
otie
Pro
ject
Ma
na
ge
me
nt
Inrichtenproject-
organisatie
AankondigenDPF
Inventarisatieandere
systemen
Voorbereidengesprekken
Schools
Trainingsplan
OpleidenTrainers
GesprekkenSchools
Trainingdocumentatie
Plan vanAanpak
Vaststellenbeheers-
eisen
Studentenhandleidingen
User training
Super UserTraining
DidactischeWorkshop
User training
Super UserTraining
DidactischeWorkshop
EvaluatieTrainingen
EvaluatieCriteria
Trainingen
Niet-eerstejaarsaccounts
Inventarisatietrainings-
aanvragen
EvaluatieDPFI
Trainenbeheerders
Netwerk DPFCoordinatoren
Ondersteuningcontent Migratie
Schermenpresentatie
Klankbord-groep
Inventarisatiefunctionele
wensen
Afloop oudecontracten
ImplementatieplannenSchools
Evaluatiecriteria
Nul metinggebruik
Inrichtingvoorgangs
rapportages
Manage-ment Info
Projectdocumentatie
ContactServicedesks
VoorbeeldPortfolio per
Scenario
Invullingcompetenties
Procedureextra
accounts
Docentenhandleidingen
Scenariotransitie
vervolgmetinggebruik
vervolgmetinggebruik
vervolgmetinggebruik
Inrichtencommunity of
practice
Ontwikkelinggebruik POP/
PAP
Werkwijzecompetenties
Tevenheids-onderzoek
Voorbeeld site
Promotie Promotie
Work packages
Implementation
In depth
training
Project-management
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Implementation in two dimensions
Implementationin depth
Wideimplementation
0
1
100 %
2
3
Modal growth
scenarios
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State of affairs by February 2005
3 categories
1. Schools wide implementing the system
(approximately 50% of the Schools)
2. Schools planning to start using the system from April.
(approximately 35% of the Schools)
3. Schools needing extra attention.
(approximately 15% of the Schools)
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Pitfalls for the implementation
An objective is a designation for an essay that concerns a study
coaching activity, a course or a competence.
•A 1 to 1 relation exists between objectives and essays
•Users prefer to assign objectives in terms of competences
•The educational curriculum is still strongly based on courses
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Example of a matrix of competences
Major Construction & EnvironmentDomein Competenties Jaar 1 Jaar 2 Jaar 3 Jaar 4
Blok 1 Blok 2 Blok 3 Blok 4 Blok 1Blok 2
Blok 3 Blok 4 Blok 1 Blok 2
Blok 3
Blok 4 Blok 1 Blok 2
Blok 3 Blok 4
Plan of advies opstellen
Niveau 1 Niveau 2 Niveau 2 Niveau 3 Niveau 3 Niveau 4
Plan of advies implementeren
Niveau 1 Niveau 2 Niveau 3 Niveau 4 Niveau 4
Toegepast onderzoeken
Niveau 1 Niveau 2 Niveau 3 Niveau 4
Projectmatig/Procesmatig werken
Niveau 1 Niveau 2 Niveau 3 Niveau 4 Niveau 4
Draagvlak creëren door interactieve planvorming Niveau 1 Niveau 2 Niveau 2 Niveau 3 Niveau 4
Communiceren
Niveau 1 Niveau 2 Niveau 2 Niveau 2/3 Niveau 3 Niveau 3 Niveau 4
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Complex arrangement
This combination of choices leads to a complex arrangement of the structure of the objectives.
Schools therefore demand for a many to many relation between objectives and essays.
Essay 1Comp C
op niv 1 en CompD op niv 1
Essay 9
Essay 5Comp A, B, E, F
op niveau 2
Essay 13
Essay 4Comp A, C en D op
niv 2
Essay 12
Essay 8
Essay 14
Essay 2Comp A op niv 1en Comp B op niv
1
Essay 10
Essay 6
Essay 3Comp E en Fop niveau 2
Essay 11
Essay 7
Essay 16Essay 15
PeriodeI II III IV
Lee
r-ja
ren
CompetentieA
CompetentieC
CompetentieB
CompetentieD
Objectives Curriculum
CompetentieE
Competentie F
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Solution
Two supplements in the software
• Users wish to add information to an essay after a part of the essay is
already assessed.
• Admit a link in an essay to another essay for the purpose of long term
reflection.
Essay 1Comp C
op niv 1 en CompD op niv 1
Essay 9
Essay 5Comp A
op niveau 2
Essay 13
Essay 4Comp A, C en D op
niv 2
Essay 12
Essay 8
Essay 14
Essay 2Comp A op niv 1
en Comp B op niv1
Essay 10
Essay 6
Essay 3Comp E en Fop niveau 2
Essay 11
Essay 7
Essay 16Essay 15
PeriodeI II III IV
Lee
r-ja
ren
Blok 1
Blok 3
Blok 2
Blok 4
Objectives Curriculum
Blok 5
Blok 6
Arrange the objectives close to the way in which ECTS are granted to units.
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Lessons Learned
Keep the portfolio simple and conveniently arranged. Keep the number of
objectives restricted.
Take the workload for students and teachers into consideration. The quality of
the feedback from teachers is essential for a successful use of the system.
Portfolio assessment is not the only assessment instrument. It is important to
use other supplementary forms of assessment.
Student have a tendency to fill the portfolio to every detail hoping that it will be
sufficient. The risk arises that the portfolio becomes the dustbin of the institute.
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Further development?
1. A database of competences enables the student to add competences
to his portfolio.
2. Access to the system for external users.
3. Add Attachments to feedback.
4. Publish essays outside INHOLLAND.
5. Reporting and management tools.