how could open badges transform eportfolio practices and technologies!

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How could Open Badges Transform ePortfolio Practices and Technologies! What might we learn from the last 10 years of ePortfolio developments? Serge Ravet EUROPORTFOLIO ADPIOS, EUROPORTFOLIO The EUROPORTFOLIO / EPNET project is funded with support from the European Commission. Europortfolio Webinar 20 May 2014 Monday, 26 May 14

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Looking at the history of ePortfolio practice and technologies over the last 10 years, one is entitled in asking: what has changed? Is the ePortfolio technology we have today that different from what we had 10 years ago? While there is certainly a wider spread of ePortfolios, have ePortfolios transformed practice or been assimilated by institutions? Open Badges are the opportunity to reinvent ePortfolio technology and practice, and create the conditions for an effective shift of the locus of power from institutions to individuals and communities. Shall we be able to seize this opportunity?

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Page 1: How could Open Badges Transform ePortfolio Practices and Technologies!

How could Open Badges Transform ePortfolio Practices and Technologies!What might we learn from the last 10 years of ePortfolio developments?

Serge Ravet

EUROPO

RTF

OLIO

ADPIOS, EUROPORTFOLIO

The EUROPORTFOLIO / EPNET project is funded with support from the European Commission.

Europortfolio Webinar20 May 2014

Monday, 26 May 14

Page 2: How could Open Badges Transform ePortfolio Practices and Technologies!

2004While the question five years ago was:"should every student and employee have an email?"Today the question is:"should every student and employee have an ePortfolio ?"

Monday, 26 May 14

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While ten years ago the question was:"should every student and employee have an ePortfolio ?"

Today's question could be:How could Open Badges transform learning... and ePortfolio Practices and Technologies?

2014

Monday, 26 May 14

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? What has changed in the ePortfolio

world since 2003?

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Adoption?Monday, 26 May 14

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Do not reuse or reference these charts: they are based on fragmented observations! Systematic collection of data in progress...

0%20%40%60%80%

100%

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Adoption in at least one discipline

PrimarySecondaryTertiaryWork

1%20%40%60%80%

100%

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Adoption across disciplines

PrimarySecondaryTertiaryWork?Ad

optio

n ?

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Ado

ptio

n

The NES (NHS Education for Scotland) ePortfolio has grown rapidly since its inception in August 2005 and now comprises over 20 versions for over 35,000 healthcare trainees within Scotland (Nursing, Midwifery, Dentistry and Pharmacy), across the United Kingdom (Medicine), and The Republic of Ireland (Medicine).

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Transformation?Monday, 26 May 14

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Transformation

Have ePorfolios transformed education?

Have ePorfolios been transformed by educational institutions?

Or?Monday, 26 May 14

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http://www.change.org/petitions/clemson-university-eliminate-the-eportfolio

I started this petition because I believe the ePortfolio is a complete waste of time and effort for all Clemson students. I understand the reason behind having an ePortfolio, with the capabilities to see the work completed by various students to meet set requirements. However, I find this "assignment" to be a complete waste of time and a burden on our students. Like most all of my classmates, I put work into my classes and receive grades, as I should. It is as simple as that. Why should we be required to create a portfolio that just reiterates the fact that we have completed a course? Why should we be submitting work to an online portfolio that does not give us any credit? [...]The ePortfolio only creates another task for students to worry about, a task that accomplishes nothing. I wrote an essay for my English class, I got an A on it, that led to me receive an A in the course, and I successfully earned those credits. Nowhere in there do I see a gap that must be filled in with an ePortfolio. Many of us have friends at other prestigious universities. Not once have I heard of an ePortfolio assignment from any of them. I firmly believe that eliminating the ePortfolio at Clemson University will truly enable students to be more focused on their actual coursework and have a more positive mindset about school. After all, this campus is supposed to have the "happiest students."

Petition byJamie HardingCranberry Township, PA

Eliminate the ePortfolioPetitioning Clemson university

Monday, 26 May 14

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"ePortfolio assignments" are total nonsense!

Jamie Harding is right!

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Grades, degrade education!

Yet, Jamie misses one key point:

But that's another story...

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Technologies?Monday, 26 May 14

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Technologies?What do we have today that was missing 10 years ago?

What is missing today that was already missing 10 years ago?

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For the 7th ePortfolio conference, and in order to give directions to our work towards our 2010 goal (ePortfolio for all), EIfEL has decided to address a number

of challenges to the ePortfolio community and beyond —many of the problems the ePortfolio community faces today will not be resolved if they are not

addressed beyond the ePortfolio silo. The goal of these challenges is to move beyond the current state of ePortfolio development, in particular in the field of

interoperability as interoperability is not just a technical issue, but a means to enable new practices and the emergence of truly lifelong and life wide

ePortfolios.

Our main objective is to create the conditions for the emergence of MultiPortfolio organisations (one organisation can interact with many different ePortfolio platforms) and MultiOrganisation ePortfolios (have one ePortfolio to interact with many different institutions with their own platform).

1. Universal ePortfolio Repository —a unified view of all my assets

Context: Today, the digital assets used to create an ePortfolio can be hosted in many different systems managed by many different organisations.

Issue: How can we provide a unified view of all the assets belonging to one person, so she/he can seamlessly create ePortfolios without having to navigate through multiple sites? How can I reunite my digital identity?

Direction: Identity and access management (IAM) technologies, such as federation of identities and services need to be fully explored by the ePortfolio community.

NB: a universal repository is not equivalent to a unique repository; it can be universal while being distributed over a number of loosely connected and heterogeneous systems.

2. Universal Competency Identifiers —share competency definitions

across systems

Context: A number of ePortfolio platforms, and other applications in the field of education, employment, accreditation and human resource use competency frameworks. Today, the dominant delivery format of competency frameworks is a PDF file, forcing each system to import or recreate them from scratch.

Issue: How can we share competency definitions across systems and applications? How can we elicit emerging competencies through interactive technologies?

Direction: The creation of a competency wiki providing shared, distributed, multilingual URIs (Unique Resource Identifiers) to competency definitions. The solution to unique resource identifiers for competency definition has already been discussed by Simon Grant (Representing frameworks of skill and competence for interoperability). We have the technology required, what is missing is the political impetus and commitment.

3. ePortfolio social —share assets, knowledge and processes across

communities

Context: The idea of using social computing for ePortfolios is growing and a number of platforms have integrated such features. Nevertheless, the current implementation of social networking technology is mainly limited to connecting individuals as silos of information.

Issue: Let’s imagine a group of 100 people belonging to the same community (company, school, etc.) among which 10 are writing their own CV. Can we design a technology that will make it possible that at the end of the process, each of the 100 people will have (part of) their own CV written? How can we automatically generate and updated ePortfolios and CVs through social interaction?

Direction: Imagine that each time a person writes an elementary entry into their CV describing a professional experience, they have to name the people that shared the same experience; then for each person named, the entry is added to their ‘CV’, with the ability to edit it and share it back with the original author or create their own edited version of the entry. This way, each CV would be thread weaving a collective story. For the reader, being able to judge how an individual CV is connected to other stories, could even be an indicator of trustworthiness. The same reasoning could of course apply to ePortfolios.

4. ePortfolio semantic editors —make sense of what I write, connect,

etc.

Context: In 2003, during the first international ePortfolio conference in Poitiers, Christopher Tan presented Knowledge Community, a platform scaffolding learners reflection through semantic annotation, i.e. identifying key words and labelling them with semantic value, e.g. evidence, theory, example, etc. Since then, not a single editor of ePortfolio tools has included any form of semantic annotation.

Issue: We need ePortfolio editors that scaffold reflective thinking, not just enrich text with bolds, italics and ‘pink on purple’ effects. We need proper, simple semantic editors, as semantic annotation is a way to structure reflection, connect ideas, facts and people.

Direction: RDFa editors provide the blueprint for ePortfolio editors that fully support the components of a reflective process. At minima, be able to tag parts of texts/images, not just the whole document.

5. ePortfolio Readers —read any ePortfolio through consistent and

multiple views

Context: There are a number of ePortfolio platforms, each one with their own user interfaces and some people create ePortfolios without using any dedicated ePortfolio platform (e.g. content management system). And people want to be free to express their identity without being kept in the straightjacket of predefined templates.

Issue: How can we leave total freedom to ePortfolio author’s creativity, while providing readers with their own view through a consistent navigational interface, e.g. evidence on the left, competency framework on the right, etc.?

Direction: We might have to define different readers, depending on the process being involved, so the same ePortfolio could have different views generated by different tools. Such tools could be used by ePortfolio authors as tools to verify that their ePortfolio is properly structured and contains all the relevant semantic information.

6. Open & Trusted Service Architecture

Context: Today each ePortfolio platform provides a limited number of services and adding new services require the development of idiosyncratic plug-ins,

when this possibility is offered.

Issue: How can we provide ePortfolio owners with an unlimited number of services without forcing service providers to develop multiple plug-ins for multiple applications? How can we trust the usage made by services of our personal data?

Direction: This is connected to the idea of Universal Repository, exploited and enriched by service providers. Schools, universities, employers, professional bodies etc. need to provide conversational systems through trusted web services —a technology currently under development by different initiatives, such as TAS3.

7. ePortfolio based performance support system —make the ePortfolio

part of my work

Context: One of the current problems with ePortfolio adoption at the workplace is the fact that ePortfolios can be seen as something either nice to have or adding to the regular work. Moreover, the current level of integration of ePortfolios with other information systems is still low.

Issue: How can we make ePortfolio construction part of everyday activities? How can we demonstrate ePortfolio benefits through business benefits?

Direction: Use ePortfolio technology and methods to develop next generation electronic performance support systems, integrate reflection as part of routine work processes, so the ePortfolio is built through naturally occurring business activities.

8. ePortfolio discovery mechanism —find people, competencies,

resources

Context: While there are a number of methods for learning resources discovery (c.f. the learning resources exchange (LRE) repository of European Schoolnet) there are not yet universal mechanism to discover ePortfolios on the Internet, each individual relying on ad-hoc services.

Issue: How can we easily find an ePortfolio or a resource contained in an ePortfolio?

Direction: OAI-PMH (Open Archives Initiative's Protocol for Metadata Harvesting) is a possible method to create large indexes of ePortfolios per organisation, sector or even territory. Other methods could be the publication of ePortfolios in trusted parties' indexes.

9. URIs as tags

Context: Tag is a popular form to connect things together. within an ePortfolio. Unfortunately the meaning of tags is context dependent, and different tags can share the same meaning.

Issue: How can we create tags that are not context dependent?

Direction: make tags RDF triplets: name (what is displayed as ‘tag’); URI to definition (an hidden hypertext link); link type (is, is part of, etc.). NB: this is an extension of challenge #2. Two tags are close if they share the same URI and identical if they are identical triplets.

10. Universal Metadata

Context: ePortfolio construction is about connecting data together. Metadata are not just ‘comments’ about data, but links between all the data sharing the same metadata. If data are assimilated to neurones, metadata can be seen as.the synapses connecting neurones together..

Issue: How can we enrich distributed data with ‘personal/social metadata repositories

Direction: keep metadata repositories apart from data, on the model of social bookmarking.

e P o r t f o l i o c h a l l e n g e s

1. Universal ePortfolio Repository2. Universal Competency Identifiers3. ePortfolio social 4. ePortfolio semantic editors 5. ePortfolio Readers 6. Open & Trusted Service Architecture7. ePortfolio based performance support system 8. ePortfolio discovery mechanism 9. URIs as tags10. Universal Metadata

2009

10 ePortfolio challenges

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Technologies? Consolidation

Little or no innovation

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? How could Open Badges Transform ePortfolio Practices and Technologies?

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1. Simplicity: it is an uncomplicated object, easy to adopt — the  Lego™ bloc of learning achievements!

2. Granularity: it is possible to get a badge for something big or small and to combine them into something meaningful

3. Openness: the Open Badge Infrastructure (OBI) is open, so many services and applications can plug-in

4. Innovation: new ideas emerge and are rapidly integrated into the Open Badge architecture and in learning practice

5. Integration: there is a tight integration between technology and practice (practice re-shapes technology which re-shapes practice...)

6. Trust: Open Badges are the elementary building blocks of a native trust network to support trusted identities

Open Badges vs ePortfolios

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Open Badges are true learning objects!

Open Badges are the outcome of a thriving learning community

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Definitions

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digital records of achievements, skills, interests, affiliations or roles (Mozilla)

Open Badges

ePortfolios collection of electronic evidence assembled and managed by a user, usually on the Web (Wikipedia) Weakipedia?

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digital records of achievements, skills, interests, affiliations or roles (Mozilla)

Open Badges

ePortfolios organised collection of evidence demonstrating reflective learning (me)

criterion-based trust statements (me)

collection of electronic evidence assembled and managed by a user, usually on the Web (Wikipedia)

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?Open BadgesePortfolios

What relation between

&

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Open Badges

ePortfolios

Individuation*

* G. Simondon

ePortfolios are more abstract than Open

Badges

Monday, 26 May 14

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Open Badges

ePortfolios

Indiv

iduat

ion

CPU

Mainframes

Helen Barrett, 2010ENIAC, 1947

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What do Open Badges bring to ePortfolios??

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TRUST!Monday, 26 May 14

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Criteria

Evidence

Remixed from Kyle Bowen

Image

Narratives

Issuer Holder

Assertion

Anatomy of an Open Badge

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I trust youCriteria

Evidence

Remixed from Kyle Bowen

Image

Narratives

Issuer Holder

Assertion

Anatomy of an Open Badge

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Criteria

Evidence

Remixed from Kyle Bowen

Imageto do this

Narratives

Issuer Holder

Assertion

Anatomy of an Open Badge

Monday, 26 May 14

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Anatomy of an Open Badge

Criteria

Evidence

Remixed from Kyle Bowen

ImageI trust you

Narratives

to do thisBased on that evidence

Issuer Holder

Assertion

Monday, 26 May 14

Page 33: How could Open Badges Transform ePortfolio Practices and Technologies!

Open Badges?(What about degrees, certificates, diplomas?)

Anatomy of an Open Badge

Criteria

Evidence

Remixed from Kyle Bowen

Image

Narratives

My trust is also represented by this

image

Issuer Holder

Assertion

Monday, 26 May 14

Page 34: How could Open Badges Transform ePortfolio Practices and Technologies!

Open Badges?(What about degrees, certificates, diplomas?)

Anatomy of an Open Badge

Criteria

Evidence

Remixed from Kyle Bowen

Image

Narratives

My trust is also represented by this

image

Issuer Holder

Assertion

Monday, 26 May 14

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Open Badges?(What about degrees, certificates, diplomas?)

Anatomy of an Open Badge

Criteria

Evidence

Remixed from Kyle Bowen

Image

Issuer Holder

Narratives

Assertion

Monday, 26 May 14

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competency

fact

Collection

competency

Aggregationknowledge, skills, attitudes & values

Mastery

skill

skill

skill

skill

fact

fact

fact

fact

fact

fact

fact

Granularity

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Monday, 26 May 14

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Open Badges are connectors!

People, Information, Places, Events, ...

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Social NetworkSemantic Network

People sharing the same badge / location / pathway / goals

Badge Holder

CriteriaSkillsKnowledgeAttitudesValues

Evidence

Issuer

Resources sharing the same 'tag' 19/5/2014 Poitiers - Google Maps

https://www.google.co.uk/maps/place/Poitiers/@46.5874802,0.3457953,14z/data=!4m2!3m1!1s0x47fdbe72439eb3ab:0x97de2319c5e09093 1/1

Map data ©2014 Google 500 m

Traffic · Bicycling · Terrain

Poitiers, France

I can fix a lawnmower

I can teach nuclear physics

I cook South Italian cuisine

I am a qualified tax accountant

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ePortfolio Revisited

Monday, 26 May 14

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ePortfolio Revisited

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I did this and this in order to achieve this Badge, and I have these pieces of evidence to prove it.

My role was:...This is how it connects to my previous knowledge & experience:...

ePortfolio Revisited

Monday, 26 May 14

Page 43: How could Open Badges Transform ePortfolio Practices and Technologies!

ePortfolio Repository

narrativenarrativenarrative

narrative

narrativenarrativenarrative

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ePortfolio

ePortfolio

ePortfolio

I did this and this in order to achieve this Badge, and I have these pieces of evidence to prove it.

My role was:...This is how it connects to my previous knowledge & experience:...

Fractal ePortfolio

Monday, 26 May 14

Page 45: How could Open Badges Transform ePortfolio Practices and Technologies!

The 'fractal' nature of ePortfolios is mirrored in

Open Badges...

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ePortfolios of ePortfolios of ePortfolios of ePortfolios of

ePortfolios of

...

...

Open Badges of Open Badges of Open Badges of Open Badges of

Open Badges of

... ...

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Mise en abymeMonday, 26 May 14

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Limits & Potential Risks!Monday, 26 May 14

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Open Badges used as Glorified-Digital-Gold-Stars

Use Open Badges to celebrate achievements, not as rewards

Assimilation

Solution:

Monday, 26 May 14

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Open Badges used to create subservient learners, rather than empowered innovators

Solution:

Standardisation

Co-design Open Badges with learners and the learning community at large

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Asymmetry

Reinforcing the power of traditional institutions

...

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At the 2010 European Adult Education Association (EAEA) / Nordic network for adult learning conference [...] many participants had reservations and anxieties towards qualifications frameworks and associated validation of non-formal and informal learning. It was suggested for example that there is a risk in this sector that accredited courses might give learners the impression that they belong to the formal system, which may deter those with previous negative experiences of education from taking part. Delegates stressed that ‘learning for learning’s sake’ remains important and that there should still be support and financing for non-formal learning, study circles and development of social competences even if the learners choose this type of learning for personal development and do not intend to validate the competences. The conference delegates emphasised that it should be up to the learner to choose what should be validated and not.”

Source: 2010 update of the European inventory on validation of non-formal and informal learning

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Reinforcing the power of traditional institutions

Everyone is an Open Badge issuer & recepient!Solution:

Asymmetry

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Open Badges criteria Idiosyncrasy

Develop criteria registries, Compedia (Competency Wikipedia)Solution:

Fragmentation

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Open Badges Storage Centralisation

Develop a federation of Backpacks, using Personal Data StoresSolution:

Dependency

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An archaic vision of identity: where do you come from,

what did you do?...

Develop badges of my/our futures, dream badges, badges for ePortfolies (≠ ePortfolios)

Solution:

Backwards Looking

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Opportunities!Monday, 26 May 14

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Informal recognition of informal learning can become as trustworthy as theformal recognition of formal learning

in real time the actual competencies of a

person, organisation, territory, a sector.

Mapping

TrustMonday, 26 May 14

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Open Badges for an Open Society

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Open Services

Open DataLearning Analytics

Quality Assurance

Learning Analytics Open ...

Open Trust

Open SocietyOpen

LearningOpen

Business

Personal Data Store

(Backpack, LRS, ...)

Personal Devices(Iinternet of

Objects)

Open Government

Open ...

Open ...

Personal Proxy(Iinternet of Subjects)

Shared Infrastructure

Open Knowledge

Open search & Data Mining

Organisational Infrastructure

Open Badges & ePortfolio

services

Open Employment

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The University today faces the possibility of being itself transformed by the cyberspace culture generated by its computing centres and networks. Just as the printing press spelled the demise of monastic institutions and ushered in the modern university, cyberspace may dissolve the bricks and mortar campuses of today into a de-centred knowledge culture, a networked "virtual" site of intellectual exchange that renders obsolete old ivied quadrangles as well as institutional and political borders, creating something akin to H.G. Wells's vision of a ‘World Brain’.

Peter Childers & Paul Delany (1994)

World Brain: The Idea of a Permanent World Encyclopaedia, H.G. WellsContribution to the new Encyclopédie Française, August1937

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Could Open Badges be the neurones embedding H.G. Wells'

vision of a "World Brain?"

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Serge Ravet

EUROPO

RTF

OLIO

ADPIOS, EUROPORTFOLIO@Szerge, learningfutures.euepforum.eu, europortfolio.org, iosf.org

Join the Europortfolio community!www.europortfolio.org

The EUROPORTFOLIO / EPNET project is funded with support from the European Commission.

Merci!

Monday, 26 May 14