This document discusses the development of an ISO technical report on e-portfolios for learning. It provides background on the consensus to develop the report in 2009-2010. The challenges of developing international standards are acknowledged. The report aims to provide guidance by 2012 on interoperability rather than prescriptive specifications. It defines e-portfolios and their uses from learner and assessor perspectives. Stakeholder use cases informed the development of categories and elements for e-portfolio composition. These include Identification, Synopsis, Education, Outcomes, Capability, Career, and Experience.

1. 2011. 10. 17
Sung-Wook Shin(KERIS)
Jon Mason(Queensland Univ. of Tech.)

2. Background
Purpose
Drafting the Report
Technical Components
Conclusions
2

3. 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
collected and an initial draft was
prepared
3

4. ISO/IEC 20013 has been in progress
since 2010.
The challenge of developing
international consensus is never easy.
This study presents a case-study
within the formal standards context
of Information Technology for
Learning, Education, and
Traning(ITLET)
4

5. It is focused on developing an
informative, as opposed to a
normative, Technical Report by 2012
The intention is to provide guidance
concerning interoperability issues
rather than detail a set of
prescriptive specifications
5

6. Definition terms and scope
e-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
artefacts in a digital format which
reveals their capabilities in handling
digital media while enabling self-
reflection about their learning.
(Tosh and Werdmuller, 2004)
6

7. Definition terms and scope(cont.)
an e-Portfolio in LET contexts can be
examined from two perspectives:
learners and assessors.
a learner will typically use an e-portfolio
for storage of learning artefacts, self-
directed learning and reflection, career
planning and social activities.
An assessor perspective is likely to
extend beyond educational institutions
to include potential employers and
workplaces. 7

8. 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 employers(from ISO/IEC 20013).
8

9. e-Portfolio types
According to the purpose of use,
Developmental
Assessment
Showcase
Hybrid: A blended all of the above
(Choi Ae-kyung, 2005)
9

10. Call for use-cases to SC36 NBLOs
In order to initiate ISO/IEC 20013, co-
editors 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.
10

11. 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
complementing and revising the e-
Portfolio elements to fit the Korean
situation.
11

12. Standards for Composing e-Portfolio
Categories and Elements
Based on ISO/IEC 20013, the model
gathered together common elements to
form a hierarchical structure for broad
(category), middle (element), and
specific (item) classifications.
To overcome any shortcomings, this
study defined only essential categories
and the essential elements that belong
to each category.
12

13. e-Portfolio Categories
To set the criteria for a broad
classification of e-Portfolios, an
individual’s educational 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.
13

14. e-Portfolio Categories
According to Wolf and Dietz(1998),
there are three definitions for portfolio
functions from learner perspectives
to show the learning process of learners
to assess learners
to showcase professional development of
learners to others
However, it is not only for a learner, but
also……
14

15. Learner/
worker
e-Portfolio Systems - loosely coupled
applications
e-Portfolio Systems -
& services
loosely coupled
applications
& services
Education &
Employer
Training
Organisation
15

16. e-Portfolio Categories
criteria content categories
Identification
Individual Basic information of users
Synopsis
Artifacts from user’s education, Education
Education
performance, and process Outcomes
Career and professional Capability
Career
activities Career
All extracurricular activities
Experience Experience
other than regular courses
16

17. e-Portfolio Elements
Berrett(2001) and others pointed out
“goal”, “data”, and “reflection” as
elements 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
17

18. e-Portfolio Elements
categories content elements
This includes information that can User information
Identification prove user identification Contact information
Interest
This includes information of the past,
Synopsis present and future which can Goals & plans
describe individuals
Personal essay
This includes information of schools K-12, college, and
Education that provide regular programs university
Grade
This includes information of all Artifacts
Outcomes outcomes and reflection individuals
have performed in regular programs Awards
Reflection
18

19. e-Portfolio Elements(cont.)
categories content elements
This includes information of vocation Career path
Career or job activities Awards
License or certification
This includes information of all Skills
Capability qualifications individuals have
acquired in their lifecycle. Language spoken
Reflection
Self-regulated
activities
This includes information of
experience and reflection individuals
Career planning
Experience have had in non-regular educational Volunteer services
environments.
Social activities
Reflection 19

20. e-Portfolio Items
Items of specific classification can be
included in the elements of middle
classification.
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
20

21. e-Portfolio Items
For examples,
User information: name, gender, date of
birth…
Personal essay: background, cases of
challenges…
Artifacts: assignment, project outcomes,
presentations…
21

22. [Figure]
Structure of the e-portfolio
reference model
<7 categories & 25 elements>
22

23. This draft of e-portfolio categories
has been developed from a lifecycle
perspective.
It also proposed standardized
elements by category and presented
examples of the many and varied
items that can be included in each
element.
23

24. A key difficulty lies in ensuring a
systemic connection of information
between different levels of schools,
educational institutions, and
jurisdictions, as well as between
educational institutions and businesses.
However, without solving this, the
consequence will be discontinuities in
information management and little
portability of data.
24