Implementing e-Portfolios for Lifelong Learning in Europe · add web services & carry out a legal...

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.


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.


• 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


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 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


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


Web

Portal

ApplicantReferee

Recruiter

EXPERT

AGENT


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


Web

Portal

ApplicantReferee

Recruiter

EXPERT

AGENT


Webservices return

Webservices call

Other interactions

Other e-P

objects


1. I, the applicant, provide a key for the

expert agent to call specified resources


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


ApplicantReferee

Recruiter

EXPERT

AGENT


Webservices return

Webservices call

Other interactions

Other e-P

objects

2. The agent calls and assesses the hard

. evidence


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


Applicant

Recruiter

EXPERT

AGENT


Webservices return

Webservices call

Other interactions

Other e-P

objects

3. The agent makes a recommendation to the

Recruiter.


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


Applicant

Recruiter

EXPERT

AGENT


Webservices return

Webservices call

Other interactions

Other e-P

objects

Decision

4. The recruiter shortlists the applicant and

the agent calls further ‘soft’ resources


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


Applicant

Recruiter

EXPERT

AGENT


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.


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


Applicant

Recruiter

EXPERT

AGENT


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.


1st

Cycle

e-DS

Reference

Entry

Require-

ments

1st

Cycle

Disertation

Student

Self

Evaluation

Europass

CV

University 2nd

Cycle Admissions1st

Cycle e-Portfolio


Applicant

Recruiter

EXPERT

AGENT


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


Web

Portal

ApplicantReferee

Admissions Tutor

TOOL


Webservices return

Webservices call

Other interactions

Decision


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 [email protected]

• 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 [email protected]

How can you contribute?

http://www.eun.org/eun.org2/eun/en/About_eschoolnet/content.cfm?ov=33518&lang=en

http://www.eun.org/eun.org2/eun/en/About_eschoolnet/content.cfm?ov=33518&lang=en

mailto:[email protected]

http://www.qwiki.info/projects/Europortfolio/surveys/eps1




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

Implementing e-Portfolios for Lifelong Learning in Europe · add web services & carry out a legal...

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