The document discusses issues with identity construction and ePortfolios in a digitally extended world, noting how identity formation processes have become deregulated and privatized leading to fragmentation of life and time. It references how most research on identity focuses on the past or present rather than future invention of self, and how ordinary dreams prepare the future. The relationship between individual identity construction and larger social and institutional forces is also examined.
Presentation by Kristina D.C. Hoeppner at the ePortfolio Forum 2013 at the University of Canberra on 3 October 2013.
Audio available at http://archive.org/details/EportfolioForum20131003
How could Open Badges Transform ePortfolio Practices and Technologies! Serge Ravet
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?
This is a description of how I reflected on an event on the R&C 20111 course. It follows Gibbs model of reflection 1988)
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit,
Paul Tucker's Visual CV Resume Curriculum VitaeACCA
My name is Paul Tucker - This is my visual CV / Resume. I am hoping to attract job offers (full time or consultancy) in Product Marketing, Project Management, Business Development, Graphic Design or Sales and Marketing. I live in Oxford - United Kingdom.
Presentation by Kristina D.C. Hoeppner at the ePortfolio Forum 2013 at the University of Canberra on 3 October 2013.
Audio available at http://archive.org/details/EportfolioForum20131003
How could Open Badges Transform ePortfolio Practices and Technologies! Serge Ravet
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?
This is a description of how I reflected on an event on the R&C 20111 course. It follows Gibbs model of reflection 1988)
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit,
Paul Tucker's Visual CV Resume Curriculum VitaeACCA
My name is Paul Tucker - This is my visual CV / Resume. I am hoping to attract job offers (full time or consultancy) in Product Marketing, Project Management, Business Development, Graphic Design or Sales and Marketing. I live in Oxford - United Kingdom.
Presentation for Hybrid Days, making the point that we are part of technologies rather than them being part of us, so our technologies (at least the softer and collective ones) are cyborgs.
My trend presentation based on Trendwolves' European Youth Trend Report.
In this presentation I go into 8 bigger consumer trends for the next 5 to 10 years.
Please, take a minute. Think about it.
I hope you can hear and watch me do this trend talk in the near future.
How are stories constructed? // The things we buy, the decisions we make, how we spend our time— stories govern all these actions. But how are these stories constructed? Specifically, what have we learned about how our brains make sense of and integrate new information?
What is the biggest question for anyone looking to dramatically increase their success...
How do I harness my knowledge, experience and networks to drive important decisions or solve problems?
What if you could gain the productive and telling insights to drive better, faster, more relevant decisions and solve problems in a simple, visually engaging way?
The road to innovation requires special behaviors and skills, we will explore both of them in this presentation. We will also follow a few innovative bread crumbs on the way.
The future of computing is a symbiosis of machines and people. To achieve this we need an "operating system" upgrade for digital technology. We all need a Guardian Avatar to help us to navigate the "metaverse", and to care for us and protect us.
After Gutenberg: The Tradition of Authenticity in a New Agecgering
The shift from an oral to a written tradition also created a shift from the synchronous to the asynchronous. What if our reliance on the reproduction of written (and recorded) communication really was just a technologically-informed meander—the "Gutenberg Parenthesis"—a necessary diversion on the way to a whole new tradition that demands a new kind of literacy? The popularity and availability of cell phones, iPods, and internet access, combined with social tools like facebook, mySpace, and YouTube have resulted in a Renaissance…full of opportunity and danger that make it more critical than ever that we not forget the past while we forge this new future.
The Pervasive Experience - project review July 2010Rob Manson
This document reviews the Pervasive Experience project. In this project the driving assumption is that increasingly pervasive, networked technologies are impacting our lives. The research question is: How is Pervasive Computing changing you?
Presentation of MIRVA (Making Informal Recognition Visible and Actionable) during the Open Recognition Alliance bi-monthly call. MIRVA is a 3 years project supported by the Erasmus+ project of the European Commission.
Réinventer le ePortfolio avec les Open Badges ? Les outils de la reconnaissanceSerge Ravet
Intervention lors du MoodleMoot / MaharaHui 2017 (28-30 juin). Présentation révisée (ordre + quelques diapos ajoutées sur le ePortfolio) à la suite d'une présentation faite 2 semaines plus tard aux responsables des technologies de l'éducation de la conférence des grandes écoles (CGE).
A presentation to illustrate the post "Beyond #OpenBadges: #OpenSignatures — the power to act, rather than the power to pack!" http://www.learningfutures.eu/2016/09/beyond-openbadges-opensignatures-the-power-to-act-rather-than-the-power-to-pack/
Beyond Open Badges and ePortfolios, a presentation given during SoCal Open Badges Forum, an event organised by Anh Nguyen
January 30 2016 at University California Irvine
Reinventing the ePortfolio with Open BadgesSerge Ravet
How Open Badges and the Open Badge Infrastructure (OBI) could be the foundations for a new type of ePortfolio, the Open Passport allowing the creation of 'holographic identities' based on the establishment of bottom-up trust networks.
is the ePortfolio Guilty or not Guilty?
The Charges are as follows:
* ePortfolios have failed to be the Authentic Voice of the Empowered Learner and Citizen. They have not contributed to overcoming the Institutional and Social Demands for Compliance, if not Subservience.
The Power Asymmetry has not been reduced.
* ePortfolio Platforms have failed to produce any valuable technical Innovation over the last 10 years.
ePortfolio & Open Badges Maturity MatrixSerge Ravet
The Europortfolio team presented on July 2 2014 the "ePortfolios and Open Badges Maturity Matrix". The objective was to collect feedback from practitioners and experts on a document that is aimed at helping organisations to plan and reflect on current developments and lay the foundations for the development of a review tool (self-assessment) that will be used to plan, monitor and review ePortfolios and Open Badges policies, technologies and practices.
What was presented is an alpha version (draft) of the Matrix and we are looking forward to the feedback of the community to produce a beta version that will be used to build the self-assessment tool. Based on the outcomes of the self-assessment tool's exploitation, a final version of the Matrix will be produced.
If you want to start contributing, the maturity matrix is accessible at:
* http://bit.ly/mmpdf - a pdf to download
* http://bit.ly/mmgdoc - a Google doc open for comments. Editing rights will be provided to those willing to work with us
Open Badges / Badges Ouverts Numériques — Reconnaître les apprentissages in...Serge Ravet
Programme « journée Open Badges »
le mercredi 11 juin 2014 de 10h à 17h à l’Espace Mendès France, Poitiers, France
1 place de la Cathédrale, 86000 Poitiers
Participation libre et gratuite, inscription conseillée (voir ci après)
10 h : Accueil et présentation des objectifs de la journée
par Didier Moreau, directeur de l’Espace Mendès France, et Serge Ravet, ADPIOS, Europortfolio, spécialiste des technologies et de l’apprentissage, animateur de la communauté ePortfolios et Open Badges, organisateur de la conférence ePIC (ePortfolio & identity Conference)
Ateliers Open Badges / Badges Ouverts Numériques (BON)
Découvrez le pouvoir des Badges pour ouvrir à tous l’éducation et la reconnaissance des compétences, des talents et réalisations de chacun.
Trois ateliers et un repas convivial sont au programme de la journée. Le travail de conception des badges se fera avec papier et crayons/marqueurs. Votre ordinateur portable ou votre tablette sont les bienvenus (mais pas requis) pour mettre en ligne le résultat final. Cette dernière partie pourra aussi être réalisée après la fin de l’atelier.
Les participants aux ateliers recevront un BON !
10 h 30 : Atelier 1 — Découverte — durée 1h30
Après une présentation de 20 minutes sur ce que sont les Badges Ouverts Numériques, les participants travailleront en petits groupes à la conception de leurs premiers badge en s’appuyant sur le canevas joint en annexe.
12h : Repas (pris en charge pour les participants inscrits avant le 5 juin 2014)
13 h 30 : Atelier 2 — Enjeux — durée 1h30
A partir du travail effectué dans le premier atelier, les participants travaillerontpr en petits groupes pour mettre en valeur les différents enjeux, défis, avantages, inconvénients, forces, faiblesses, risques et opportunités engendrés par l’utilisation des Badges dans leur contexte professionnel et/ou social.
15 h 30 : Atelier 3 — Stratégie — durée 1h30
A partir du travail effectué dans les ateliers précédents, les participants travailleront en petits groupes pour établir ce que pourrait être une stratégie d’intégration d’une initiative Badge (individuelle ou organisationnelle) dans un écosystème de Badges émis et consommés par une variété des parties prenantes et de services.
17 h : Clôture
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
6. “The overwhelming feelings of crisis (in education), of
‘living at the crossroads’, …have little to do with the
faults, errors or negligence of the professional
pedagogues or the failures of educational theory, but
quite a lot to do with the de-regulation and privatization
of the identity-formation processes, the dispersal of
authorities , the polyphony of value messages and the
ensuring fragmentation of life… Beyond all this slicing
and spicing, one can sense the crumbling of time.
(Crisis) plays havoc with all the rules … the fragmentary
life is lived in fragmentary time.
Zygmunt Bauman, The Individualized Society, 2001
7. “The overwhelming feelings of crisis (in education), of
‘living at the crossroads’, …have little to do with the
faults, errors or negligence of the professional
pedagogues or the failures of educational theory, but
Fragmentation
quite a lot to do with the de-regulation and privatization
of the identity-formation processes, the dispersal of
authorities , the polyphony of value messages and the
ensuring fragmentation of life… Beyond all this slicing
and spicing, one can sense the crumbling of time.
(Crisis) plays havoc with all the rules … the fragmentary
life is lived in fragmentary time.
Zygmunt Bauman, The Individualized Society, 2001
8.
9. “[...] Most research on identity question the
past or the present ( "Where are you from?"
and "Who are you?"), while the concern with
identity is actually mostly connected to the
invention of self. Ordinary dreams prepare
the future, including the immediate future.
The self-concept is an instrument of action
and change.”
10. “[...] Most research on identity question the
past or the present ( "Where are you from?"
and "Who are you?"), while the concern with
identity is actually mostly connected to the
invention of self. Ordinary dreams prepare
the future, including the immediate future.
The self-concept is an instrument of action
and change.”
18. “Every relationship. . . implies a definition of self by others
and other by self. . . A person's 'own' identity can never
be completely abstracted from his identity-for-others.
Ronald Laing, Self and Others, 1961
19. “If I am I, simply because I am I, and thou art thou simply
because thou art thou, then I am I and thou art thou. But
if I am I because thou art thou, and thou art thou because
I am I, then I am not I and thou art not thou.”
Rabbi Mendel of Kotsk (quoted in Ethos and Identity, Epstein, 1978)
22. Individual
Society
Government
Organisations
Businesses
...
23. “Identity is a historical process which, after a
transition phase where it was directed from
above by the State, has fully emerged at the
individual level from less than half a century
as self-invention.”
24. “Self identity is not a set of traits or
observable characteristics.
It is a person's own reflexive
understanding of their biography. Self-
identity has continuity, but that continuity
is only a product of the person's reflexive
beliefs about their own biography.
It explains the past and is oriented
towards anticipated future.
25. Reputation
Construction
Construction
Reflection
Services
Reflection
Me Others
Control
Exploitation
26. People Organisations Networks
Competency Competency
Status Reputation
profile management
Project
Activities Contributions management Collaboration
Assets / Capital Knowledge Knowledge Audience
management
Professional Learning Learning
Transformation
development organisation community
Adapted from Fred Cavazza: http://www.fredcavazza.net/index.php?2006/10/22/1310-quest-ce-que-lindente-numerique
27. What are the problems with
identity technologies?
28. Where is the identity we have lost
in digital identity?
29.
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records stolen from
Monster, a New York com
pany.
38. Closed society Open Society
Architecture Integration Aggregation
Systems Disconnected Networked
Security Walls Trust
Data Hiden Discoverable
Identity External constraints Inner potential
60. "The vision for the future of health care starts with the
premise that consumers should own their own total
personal health and wellness data and that only
consumers, not insurers, not the government, not
employers and not even doctors, but only consumers
should have complete control over how it is used"
Adam Bosworth, Google Vice- President
speech to the 2007 AMIA (American Medical Informatics Association)
62. Is it possible to have a system supporting
simultaneously
accountability, employability and learning?
learning individuals, communities and organisations?
ownership by individuals, communities and institutions?
interoperability across applications and organisations?
63. Is it possible to have a system supporting
simultaneously
YES!
accountability, employability and learning?
learning individuals, communities and organisations?
ownership by individuals, communities and institutions?
interoperability across applications and organisations?
67. While the centre of gravity of
information systems is moving from
organisations towards individuals...
68. While the centre of gravity of
information systems is moving from
organisations towards individuals...
Yet, we can observe an increasing
fragmentation of personal data
69. Yet, we can observe an increasing
fragmentation of personal data
Source du graphique : Fred Cavazza
70. Yet, we can observe an increasing
fragmentation of personal data
Source du graphique : Fred Cavazza
71. We are not in control on how our
personal data is being used
79. Service Service
Metadata Metadata Me
Data Data
80. Service Service Service Service Service Service
Metadata Metadata Metadata
Data Data
81. Service Service Service Service Service Service
Metadata Metadata Metadata
Data Data
Trust Architecture
82. Service Service Service Service Service Service
Metadata Metadata Metadata
Data Data
Trust Architecture
83. IoS compliant
IoS Infrastructure
Business Services
Business directories
Dashboards
Quality Control
VRM Application
(trust monitor/
enforcing agents)
P er s on a l
Social Networks D ata S t ore s
Career Management
Shared D i str i b u te d
User
User
VRM Application
Web Services Re p o s it o r y
Healthcare
(AIM, calendars,
User directories, harvesting, (privacy protection)
Learning Services
publication, search engine,
... etc.)
IoS Architecture
84. IoS compliant
IoS Infrastructure
Business Services
Business directories
Dashboards
Quality Control
VRM Application
(trust monitor/
enforcing agents)
P er s on a l
Social Networks D ata St ore s
Career Management
Shared D i str i but e d User
VRM Application
Web Services Re p osi t ory User
Healthcare
(AIM, calendars,
directories, harvesting, (privacy protection) User
Learning Services
publication, search engine,
... etc.)
IoS Architecture
85. IoS compliant
IoS Infrastructure
Business Services
Dashboard
Business directories
Quality Control
P er s ona l D a ta
Sto re
Web Services
VRM Application
Shared
Social Networks
Dashboard Dashboard
Career Management
P e rs o n al Data
VRM Application Store User
User
Healthcare
Learning Services
P e rs o n al Data User
... Store
IoS Architecture
86. IoS compliant
The society of Subjects
Business Services
Business directories
S u bj e ct S u bj ect S u bj ect S u bj ect
Quality Control
VRM Application
Social Networks S u bj e ct S u bj ect S u bj ect S u bj ect
Career Management
User
VRM Application S u bj e ct S u bj ect S u bj ect S u bj ect User
Healthcare
Learning Services User
S u bj e ct S u bj ect S u bj ect S u bj ect
...
IoS Architecture
87. Service Ser vice
Provi sion Provision
D ata Data
My Data Data Provision Our Data Data Pro vis ion
Consumpt ion Consumption
My Dashboard Our Dashboard
Personal Proxy Business /Network Proxy
S e rv i c e S erv ice S e r vi c e S e r vi c e S er v ic e
Pro v i si o n Provision P ro vi sion P ro vis io n P rov i s i o
Data D at a Da ta Data D a ta D a ta D a ta Da t a D at a
M y D a ta M y Data M y Da ta M y Da ta My D a t
s umpti o n Pro vi s io n C onsump tion Provision C on su m p tio n P ro vis io n C on su m p tio n P ro v is i o n Co n s u m p t i on
My My My My My
D a s h bo a rd Dashb oard D a sh bo a rd D a sh bo a rd D as h b oa
S e rv i c e S erv ice S e r vi c e S e r vi c e S er v ic e
Pro v i si o n Provision P ro vi sion P ro vis io n P rov i s i o
Data D at a Da ta Data D a ta D a ta D a ta Da t a D at a
M y D a ta M y Data M y Da ta M y Da ta My D a t
s umpti o n Pro vi s io n C onsump tion Provision C on su m p tio n P ro vis io n C on su m p tio n P ro v is i o n Co n s u m p t i on
My My My My My
D a s h bo a rd Dashb oard D a sh bo a rd D a sh bo a rd D as h b oa
112. Query
Metadata harvested in PDS
Return numbers of matching profiles
Notify subjects that they have been searched
Subjects decide to connect (or not) anynomously to query
Query maker can push information to connected profiles
122. Imagine a network made up of personal data stores, where identity
data and personal information systems representing individuals are at
the very centre of the architecture. Imagine a situation where online
connections to people, services, and to documents are seamless,
rather than being fragmented over a number of services. Imagine a
scenario where personal identities are securely held in one logical
space and shared dynamically across a number of communities.
127. Business
Create instantly a competitor to Facebook
Get competitive business offers
Vendor Relationship Management
128. M I S S I O N
Put people back into control of their personal data:
creating the technical and organisational conditions for
individuals to be able to reunite their personal data and
take over control and their exploitation.
129. M I S S I O N Put people back into control of their personal data:
creating the technical and organisational conditions for
individuals to be able to reunite their personal data and
take over control and their exploitation.
Support research on identity construction: inviting all
fields of knowledge to confront current identity theories
and practices across cultures, worldwide, to the new
reality of a digitally expanded world.
134. y
r Francis Maude, toda
Cabinet Office Ministe ship
called for a radic al shift in the relation g
the state, when deliverin
between citizens and rities,
his first keynote spe ech to leaders of cha
ses.
voluntary grou ps and social enterpri
135. “The real danger is not that computers
will begin to think like men, but that men
will begin to think like computers.”
Sydney J. Harris
136. “I find television very educational. Every
time someone switches it on I go into
another room and read a good book.”
Groucho Marx
The balance of power between organisations and individuals has been slowly shifting towards the middle since the Renaissance. The Internet and notably Web 2.0 kicked this historic evolution into a hyperbolic ‘revolution’. However, the observation is that ICT systems in general are not keeping up. After 30 odd years of corporate-centric software infrastructure, personal data and processes are still owned and managed by corporate or government organisations and the individual still is the new emperor without clothes.
The balance of power between organisations and individuals has been slowly shifting towards the middle since the Renaissance. The Internet and notably Web 2.0 kicked this historic evolution into a hyperbolic ‘revolution’. However, the observation is that ICT systems in general are not keeping up. After 30 odd years of corporate-centric software infrastructure, personal data and processes are still owned and managed by corporate or government organisations and the individual still is the new emperor without clothes.
Leçon d'anatomie de Willem van der Meer, par Jansz van Mierevelt (1617).
TS Elliot: Where is the knowledge we have lost in information?
and we pay the consequences
and we pay the consequences
and we pay the consequences
and we pay the consequences
Simple mechanisms can provide trust and security...
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 ePort- folio 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 sys- tems 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, em- ployment, accreditation and human resource use competency frameworks. Today, the dominant de- livery 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 pro- viding shared, distributed, multilingual URIs (Unique Resource Identifiers) to competency defi- nitions. The solution to unique resource identifiers for competency definition has already been dis- cussed 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 tech- nology is mainly limited to connecting individuals as silos of information.
Issue: Let’s imagine a group of 100 people belong- ing 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 pro- fessional experience, they have to name the peo- ple 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 trust- worthiness. 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 scaf- folding learners reflection through semantic anno- tation, i.e. identifying key words and labelling them with semantic value, e.g. evidence, theory, exam- ple, etc. Since then, not a single editor of ePortfolio tools has included any form of semantic annota- tion.
Issue: We need ePortfolio editors that scaffold re- flective thinking, not just enrich text with bolds, italics and ‘pink on purple’ effects. We needproper, simple semantic editors, as semantic anno- tation is a way to structure reflection, connect ideas, facts and people.
Direction: RDFa editors provide the blueprint for ePortfolio editors that fully support the compo- nents 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 plat- forms, each one with their own user interfaces and some people create ePortfolios without using any dedicated ePortfolio platform (e.g. content man- agement 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 ePortfo- lio 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 read- ers, 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 serv- ices 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 Univer- sal Repository, exploited and enriched by service providers. Schools, universities, employers, pro- fessional bodies etc. need to provide conversa- tional systems through trusted web services —a technology currently under development by differ- ent initiatives, such as TAS3.
7. ePortfolio based performance support system —make the ePortfolio part of my work
Context: One of the current problems with ePort- folio 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 demon- strate ePortfolio benefits through business bene- fits?
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 re- sources exchange (LRE) repository of European Schoolnet) there are not yet universal mechanism to discover ePortfolios on the Internet, each indi- vidual 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 meth- ods 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 differ- ent tags can share the same meaning.
Issue: How can we create tags that are not con- text 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 connect- ing data together. Metadata are not just ‘com- ments’ about data, but links between all the data sharing the same metadata. If data are assimilated to neurones, metadata can be seen as the syn- apses 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.
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 ePort- folio 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 sys- tems 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, em- ployment, accreditation and human resource use competency frameworks. Today, the dominant de- livery 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 pro- viding shared, distributed, multilingual URIs (Unique Resource Identifiers) to competency defi- nitions. The solution to unique resource identifiers for competency definition has already been dis- cussed 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 tech- nology is mainly limited to connecting individuals as silos of information.
Issue: Let’s imagine a group of 100 people belong- ing 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 pro- fessional experience, they have to name the peo- ple 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 trust- worthiness. 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 scaf- folding learners reflection through semantic anno- tation, i.e. identifying key words and labelling them with semantic value, e.g. evidence, theory, exam- ple, etc. Since then, not a single editor of ePortfolio tools has included any form of semantic annota- tion.
Issue: We need ePortfolio editors that scaffold re- flective thinking, not just enrich text with bolds, italics and ‘pink on purple’ effects. We needproper, simple semantic editors, as semantic anno- tation is a way to structure reflection, connect ideas, facts and people.
Direction: RDFa editors provide the blueprint for ePortfolio editors that fully support the compo- nents 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 plat- forms, each one with their own user interfaces and some people create ePortfolios without using any dedicated ePortfolio platform (e.g. content man- agement 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 ePortfo- lio 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 read- ers, 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 serv- ices 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 Univer- sal Repository, exploited and enriched by service providers. Schools, universities, employers, pro- fessional bodies etc. need to provide conversa- tional systems through trusted web services —a technology currently under development by differ- ent initiatives, such as TAS3.
7. ePortfolio based performance support system —make the ePortfolio part of my work
Context: One of the current problems with ePort- folio 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 demon- strate ePortfolio benefits through business bene- fits?
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 re- sources exchange (LRE) repository of European Schoolnet) there are not yet universal mechanism to discover ePortfolios on the Internet, each indi- vidual 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 meth- ods 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 differ- ent tags can share the same meaning.
Issue: How can we create tags that are not con- text 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 connect- ing data together. Metadata are not just ‘com- ments’ about data, but links between all the data sharing the same metadata. If data are assimilated to neurones, metadata can be seen as the syn- apses 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.
in a trustworthy environment
PDS OS
PDS OS
PDS OS
Subject is my proxy.
Subject is my proxy.
weaving personal stories
...by who I want, independently from where my personal data is stored
Federated searches
with who I want (services, individuals, groups)
Bentham’s panopticon (1995 [1787]), explored by Foucault (1983), who regarded it as a method of internalising social control. The asymmetry of power – the observer who can see everything yet is not himself seen – was considered by him to be the essence of power, resting on the differential possession of knowledge.
Profile based interaction... Identification to...
From CRM to VRM
No need to register to specific services to make your personal data visible
Legal forms anticipated
a world where everyone has a PDS
Personal learning
Personal learning
Know the facts
Collect data on healthcare, employment, competencies
Know your policy and decision makers
make my bank statements searchable by other banking services