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discussion on systemic vs organisation ePortfolios. Policy and interoperability considerations

discussion on systemic vs organisation ePortfolios. Policy and interoperability considerations

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  • 1. AVETRA 2008 ePortfolios: Policy Issues and Interoperability Jerry Leeson
  • 2. About us
    • <PORTFOLIO>
    • <who we are>
    • education.au is a not-for-profit ministerially owned agency, governed through a Board by nominees from the Australian Government, higher education, school education, and vocational education and training sectors.
    • The agency focuses on the needs of Australian education, training and careers within the context of emerging information and communications technologies (ICTs) and standards as they apply to the Internet. </who we are>
    • <aspirations>
    • to be Australia’s leading ICT agency for education </aspirations>
    • <plan>
    • http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/site/business_plan_2005-2008.pdf </plan>
    • <evidence>
    • <1> http://www.edna.edu.au </1>
    • <2> http://www.myfuture.edu.au </2>
    • <3> http://www.education.gov.au </3>
    • <4> http://code.google.com/p/distributed-search-manager </4>
    • <5> http://e-standards.flexiblelearning.net.au/docs/vet-eportfolio-report-v1-0.doc. </5>
    • <6> http://www.globe-info.net <6>
    • </evidence>
    • </PORTFOLIO>
  • 3.  
  • 4. Overview
    • Background
      • Research report for the Australian Flexible Learning Framework
        • E-Standards for Training project
        • http://e-standards.flexiblelearning.net.au/
    • Research
      • Environmental scan of current practice in ePortfolio field (emphasis on VET sector)
      • Development of use case scenarios
      • Consultation
      • Desktop research
    • Analysis
      • Identification of business rules, policy considerations for ePortfolio implementation
      • Identification of technical standards to support ePortfolios
    • Some observations
  • 5. ePortfolio Classifications
    • ‘ ePortfolios mean a lot of different things to a lot of different people ’
    • Some classifications
      • EPICC
        • Assessment, showcase, development, reflective
      • JISC
        • Presentation, transition, learning
      • Becta
        • Learning, assessment, presentation, transition
      • IMS
        • Assessment, presentation, learning, personal development, multiple owner, working
  • 6. Use Case Scenarios / consultation
    • Developed scenarios in order to explore the application of eportfolios in different stages of a learners involvement in the VET system
      • Transition into the VET sector
      • Learning/transition within the VET sector
      • Transition out of the VET sector
      • Managing a VET sector workforce
      • Transition into self employment
    • Revealed common functionality
      • Portability of information about qualifications and competencies
      • Recognition of prior learning (RPL)
      • Management and provision of secure and verifiable information
  • 7. Transitions RPL RPL RPL RPL
  • 8. Emerging differences
    • Looked at a number of projects/project reports, as part of desktop research.
      • JISC,BECTA, Europass, Bologna Process etc.
      • Some reports not available at time of project
      • Findings
        • Australia lags behind similar jurisdictions (Sectoral perspective)
        • Reference model for ePortfolio services particularly useful
          • Separating content and services provides users/portfolio owners the ability to access multiple sources
            • Supports the scenarios that we looked at - transitions
        • At a sectoral level, standards compliance is very important for widespread use
  • 9.  
  • 10. Policy and Business Issues
    • Guidelines for the development and provision of ePortfolio services
    • Flexibility and Customisation
    • Storage
      • Where?
        • Eg Europass CV
      • How much?
        • Seems to be a major issue for a number of the organisational based ePortfolios that we looked at
    • Accessibility
    • Identity
      • Learner Identity Management Framework (LIMF) / Australian Access Federation (AAF)
      • Evidence
      • authenticity
    • Data management
    • Data exchange
      • Policies and procedures
      • Formats
      • Interoperability (data format, vocabularies, qualifications etc)
  • 11. Organisation vs Systemic ePortfolios
    • Research based on the premise that ePortfolios are ‘learner-owned’
      • Learner-owned ePortfolios have the potential to cross organisational boundaries
    • Do organisational ePortfolios satisfy learners needs:
      • Over the long term
      • With regards to current and evolving usage of other online services
        • Implications of Web 2.0 type services
        • Combining organisation based services with Web services (not all of a learner’s portfolio may reside in the organisation infrastructure
    • Custodianship of content
      • Who, how long for
      • Access
      • archiving
  • 12. Some examples
    • National example
      • https://www.careerswales.com/home.asp?language=English
    • Public CV builder
      • http://europass.cedefop.europa.eu/europass/home/vernav/europasss+documents/europass+cv/navigate.action
    • Organisational ePortfolio integrating external services (eg YouTube)
      • http://www.clemson.edu/ugs/eportfolio/examples.html
  • 13. Other Models to Consider (1)
    • JISC ePortfolio Engine Reference Model
      • ePortfolio described as a set of services
      • These services could be web services that are distributed across the Web
      • An ePortfolio implementation could be seen as an aggregation of a set of portfolio related services relevant to a particular set of needs (eg resume builder, planner, evidence store, presentation builder etc)
      • Organisations and ePortfolio system buildersneed not be responsible for providing all the services that are required by the users
      • Recognises that there is no ‘one size fits all approach’
      • Opportunity exists to include more generic web services to provide some of the functionality (eg blogs, document/image sharing services etc)
      • What are the policy considerations for such a model?
  • 14. ePortfolio as a set of services Aggregation Presentation planning CV builder … .. reflection evidence networks course information Users ePortfolio ‘engine’
  • 15. Other Models to Consider (2)
    • The Web
      • Use web services for everything
      • In an age where organisations are moving more applications to the Web (email, Office, CRM etc, why not ePortfolios)
      • Increasing competition from Web 2.0 services and acceptance by learners
        • In some cases, preference for web-based services
  • 16. Read/Write Web
    • Is Google my ePortfolio?
      • No (at least, not yet)
      • – for a number of reasons.
  • 17. Some examples
    • Example of ePortfolio built with free web services
      • http:// eportfolios.googlepages.com /home
    • How to do it yourself with that service
      • http:// eportfolios.googlepages.com/howto
    • Social network
      • http:// www.facebook.com /
    • ‘ professional’ social network
      • http:// www.linkedin.com /
    • Integration between social network and job site
      • http:// myspacejobs.careerone.com.au/index.cfm?fuseaction = careers.au
    • Claiming your content
      • http:// claimid.com /
  • 18. But what about authenticated evidence?
    • EUN Bologna Process
      • Diploma Supplement
      • Certificate Supplement
      • Language Supplement
    • Australian Graduation Statement
      • Contains authenticated information about an award (eg degree)
      • Secure and verifiable
      • Static (unlike an ePortfolio which is a continually evolving document)
    • What value would an authenticated (electronic) statement of achievement have in an ePortfolio?
    • In a lifelong ePortfolio such services could perform an important component
  • 19. Authenticating claims Aggregation Presentation planning CV builder RPL claims reflection evidence networks course information Users ePortfolio ‘engine’ Certificate supplement
  • 20. Some definitions
    • Standards
      • A definition:
        • “ A Standard is a published document which sets out specifications and procedures designed to ensure that a material, product, method or service is fit for its purpose and consistently performs in the way it was intended.” (Standards Australia website: http://www.standards.org.au/cat.asp?catid=2 - March 2008)
    • Interoperability
      • Requires standards
      • Enables us to make ePortfolio related information portable (eg aggregation, syndication, migration)
      • Complete interoperability requires agreement on:
        • Communications method
        • Common data format
        • Semantics
        • vocabularies
      • Difficult to achieve
      • How necessary is it?
  • 21. Standards and specifications
    • Some of the standards we looked at included:
      • IMS
        • ePortfolio
        • RDCEO
        • LIP
        • Content Packaging
        • Vocabulary Definition Exchange
        • General Web services
      • RSS, Atom
      • WebDAV
      • W3C
      • Microformats
      • Shibboleth / MAMS
      • HR-XML
      • FOAF
      • opensocial
  • 22.  
  • 23. Some observations
    • Impact of Web 2.0
      • Tension between individuals and systemic benefits
    • A number of specifications are very complex and difficult to implement
      • Little support / few implementations of complex specifications
    • Agreement on complex, heavy weight specifications and implementation of such would be very difficult to achieve across a large, disparate sector
    • Simple, lightweight specifications already have widespread support
      • Could be adapted/adopted in this area
    • Longevity
      • Will the lifespan of individual ePortfolios outlast the technologies / solutions that support them
      • Storage space / ownership / custodianship
  • 24. Acknowledgements and References
    • Acknowledgements
      • The Australian Flexible Learning Framework and in particular, the E-Standards Expert Group for providing the opportunity to undertake the initial study.
      • The Australian ePortfolio Project for the Australian ePortfolio Symposium.
      • University of Maine: Reading Revolutions for the Magna Carta Image:
        • http://hua.umf.maine.edu/Reading_Revolutions/MagnaCarta/5190MagnaCarta_wl.jpg
    • References
      • AeP (2008). The Australian ePortfolio Project. Retrieved February 10, 2008 from http://www.eportfoliopractice.qut.edu.au/information/ .
      • Smallwood A. (2008), the Australian ePortfolio Symposium, Review of Day 1. Retrieved March 16, 2008 from http://www.eportfoliopractice.qut.edu.au/docs/AeP_presentations_web/AeP_Smallwood_8Feb08.pdf .
      • PILIN (2008). PILIN Project. Retrieved February 10, 2008 from http://www.arrow.edu.au/PILIN.php.
      • European Commission (2008) a. The Diploma Supplement. Retrieved February 17, 2008 from http://ec.europa.eu/education/policies/rec_qual/recognition/diploma_en.html .
      • European Commission (2008) b. Recognition and transparency of qualifications. Retrieved February 17, 2008 from http://ec.europa.eu/education/policies/rec_qual/rec_qual_en.html .
      • Harman G (2008). Proposal for an Australian Higher Education Graduation Statement. Retrieved March 16 from http://www.eportfoliopractice.qut.edu.au/docs/AeP_presentations_web/AeP_Harman_7Feb08.pdf .
      • Curyer, Leeson, Mason, Williams (2007). Developing e-portfolios for VET: Policy issues and interoperability. Retrieved December 2007 from http://e-standards.flexiblelearning.net.au/docs/vet-eportfolio-report-v1-0.doc.
    • This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 2.5 Australia License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/au/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 25. Thank you