ePortfolio & Open Badges Maturity Matrix

Evaluation Report
EPORTFOLIOS &
OPEN BADGES
MATURITY MATRIX
THE EUROPORTFOLIO / EPNET PROJECT IS FUNDED WITH SUPPORT FROM THE EUROPEAN COMMISSION.
LEARNINGINTHE21STCENTURY
ePortfolio &
Open Badges
Maturity Matrix
Supporting Open Innovation in Education
Serge Ravet
EUROPORTFOLIO
ADPIOS, EUROPORTFOLIO
This project has been funded with support from the European Commission. This
publication reﬂects the views only of the authors, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Europortfolio Webinar
2 July 2014

http://courses.foi.hr:9001/p/Maturity_Matrix
Etherpad notes

•Welcome
•5' participants introduce themselves
• Who are you?Why are you here?What are your expectations?
•15' Presentation
•30' Open discussion
•10' Action planning
• What to do next?
Format of the session

ePortfolio Maturity Matrix
Sources (extract)

?
ePortfolio Maturity Matrix?
ePortfolios
Products
Processes
Services
Platforms
as
ePortfolios vs Open Badges
ePortfolio Maturity Matrix vs Learning Maturity Matrix
Audience individuals vs organisations
?

formal and informal
Contexts
Spaces
Components
Maturity Levels
learning, working and social
learning, technologies and their combination in ePortfolio and Open Badges
NotYet Started, Aware, Committed, Established and Advanced
Maturity Matrix
2
3
4
5
1

2
Contexts
3
4
5
1 Maturity Matrix
Organised Structured
Learning
Objectives
Intentional
Formal
Informal
Non-
Formal
✔ ✔ ✔ ✔
✔ ✔ ✔ ✔

Spaces
Maturity Matrix
2
3
4
5
1 LEARNING SPACE WORKING SPACE
SOCIAL SPACE
Formal
Informal
Policy, Arts, Culture, Sports, Healthcare, Leisure
DIY
Employee
Artist
Self-employed
Professional
Unemployed
Employer
...
Pupil
Student
Adult
Learner with special
needs
Teacher
Principal
...
Citizen
Parent
Child
Trade-unionist
Consumer
...
School
College
University
Training Centre
Evening Class
Study Groups
...
School
Firm
Social Enterprise
Employment Agency
Hospital
Restaurant
Shopping Centre
Social Service
Sport Centre
...
Theatre
Museum
Restaurant
Civic Centre
Sport Centre
...

Recognition
Learning
Space
Working
Space
Social Space
FinancialFormal
Informal
Informal
Formal
Me

Components
Maturity Matrix
Learning Technologies
ePortfolio Open Badges
+
2
3
4
5
1

Maturity Levels
Maturity Matrix
2
3
4
5
1
2
3
4
5
1 NotYet Started
Aware
Committed
Established
Advanced

Evaluation Report
EPORTFOLIOS &
OPEN BADGES
MATURITY MATRIX
Evaluation Report
EPORTFOLIOS &
OPEN BADGES
MATURITY MATRIX

TABLE OF CONTENTS
Learning
5
Assessment
7
People-Teaching Staff
9
People-Learners
10
Technologies
11
ePortfolios
13
ePortfolios — Technologies
16
Open Badges
18

Europortfolio Maturity Matrix

page 4
TABLE OF CONTENTS
Learning
5
Assessment
7
9
People-Learners
10
Technologies
11
ePortfolios
13
16
Open Badges
18


page 4

Learning
Not Yet Aware Committed Established Advanced
Curriculum design
Some members of the teaching
staff do not simply apply the
curriculum, but also redesign some
elements within their own
discipline.
The organisation encouraged all
teachers to work with the learners
and local community to interpret
the curriculum in relation to the
local context.
The learners and the local
community are actively involved in
the design of the curriculum
Staff member and educational
learners are actively involved in
their community of practice to
share their experience in
curriculum design.
Outcome-based
learning
Outcome-based learning is used in
a limited number of course, or used
by a limited number of teachers.
Outcome-based learning is
encouraged and valued by the
organisation
Outcome-based learning is applied
systematically across all disciplines
Staff member are actively involved
in their community of practice to the
definition and review of the learning
outcomes within and across
disciplines.
Reflective learning
and practice
Reflective learning and practice is
restricted to individual limited to a
set / courses
Some organisational processes
have been redesigned to require
reflective practice: reflective
practice is promoted by senior staff
with influence
Reflective practice is a normal part
of the organisation’s processes for
all staff
Reflective practice is integrated
within a global community of
practice (e.g. professional body)
and contributes to global innovation
and changes
Community and peer
learning
Community and peer learning
happens within a limited number of
settings.
happens across disciplines and
heterogeneous groups.
All the skills, competencies and
knowledge of learners and staff is
discoverable by other members of
the community / organisation to
encourage peer learning
Peer learning happens beyond
institutional boundaries within
cross--institutional networks of
knowledge exchange.


page 5
Learning
Curriculum design
Some members of the teaching
staff do not simply apply the
curriculum, but also redesign some
elements within their own
discipline.
The organisation encouraged all
teachers to work with the learners
and local community to interpret
the curriculum in relation to the
local context.
The learners and the local
community are actively involved in
the design of the curriculum
Staff member and educational
learners are actively involved in
their community of practice to
share their experience in
curriculum design.
Outcome-based
learning
Outcome-based learning is used in
a limited number of course, or used
by a limited number of teachers.
Outcome-based learning is
encouraged and valued by the
organisation
Outcome-based learning is applied
systematically across all disciplines
Staff member are actively involved
in their community of practice to the
definition and review of the learning
outcomes within and across
disciplines.
Reflective learning
and practice
Reflective learning and practice is
restricted to individual limited to a
set / courses
Some organisational processes
have been redesigned to require
reflective practice: reflective
practice is promoted by senior staff
with influence
Reflective practice is a normal part
of the organisation’s processes for
all staff
Reflective practice is integrated
within a global community of
practice (e.g. professional body)
and contributes to global innovation
and changes
Community and peer
learning
happens within a limited number of
settings.
happens across disciplines and
heterogeneous groups.
All the skills, competencies and
knowledge of learners and staff is
discoverable by other members of
the community / organisation to
encourage peer learning
Peer learning happens beyond
institutional boundaries within
cross--institutional networks of
knowledge exchange.


page 5

Assessment
Accreditation of prior
experience and
learning
APEL is practiced but only by a
small number of staff and/or
discipline.
There is a policy for accreditation of
prior experience and learning for
admissions and advanced standing
The APEL policy is systematically
reviewed and improved. it is
supported by senior management
and educational leaders.
The lessons learned through the
practice of APEL are shared with
the larger community, beyond the
institutional boundaries.
Recording and
reporting progress
and achievement
There is a pilot scheme in one or
more areas to use electronic
means to record individual
progress and achievement
Electronic means of recording
individual progress and
achievement are spreading across
the organisation.
Systematic participation and
contribution of staff in the collection
of evidence, review and reflection
processes is changing the
organisational culture
Individual progress and
achievements are aggregated
beyond the institution's boundaries
to contribute to the improvement
and/or transformation of the
learning environment
Providing Feedback
Feedback on learners' performance
is clear, constructive and timely,
using a variety of sources to
prompt reflection and further action
Clear, constructive and timely
feedback is recorded and the effect
measured (feedback loop).
Teaching staff collaborate on a
regular basis to provide holistic
feedback, beyond the performance
in individual disciplines.
The art of providing clear,
constructive and timely feedback is
transmitted to the learners to
contribute to the improvement of
teaching and learning.
Authentic
assessment
Some individual initiatives have
developed forms of assessment
rooted in performance in real-life
settings — beyond examination
under controlled conditions
Organisational structures and
processes have been developed to
accommodate and encourage
assessment of performance in real-
life settings.
The organisation prioritises
assessment evidence from real life
performance, rarely and
exceptionally using controlled
assessments
Assessment is treated as "learning
about learning" and is deeply
intertwined with the learning
process which is itself based on
authentic learning experiences.
Self and Peer
Assessment
Self and peer-assessment are used
by some teachers.
Learners are encouraged to
practice self and peer-assessment.
The practice of self- and peer-
assessment is integrated into
learning practice and is celebrated
as a competency in its own right.
Teachers and learners are treated
equally, i.e. learners assessment of
teachers are regarded as 'peer-
assessment' within the learning
community


page 7
Assessment
Accreditation of prior
experience and
learning
APEL is practiced but only by a
small number of staff and/or
discipline.
There is a policy for accreditation of
prior experience and learning for
admissions and advanced standing
The APEL policy is systematically
reviewed and improved. it is
supported by senior management
and educational leaders.
The lessons learned through the
practice of APEL are shared with
the larger community, beyond the
Recording and
reporting progress
and achievement
means to record individual
progress and achievement
Electronic means of recording
individual progress and
achievement are spreading across
the organisation.
Systematic participation and
contribution of staff in the collection
of evidence, review and reflection
processes is changing the
organisational culture
Individual progress and
achievements are aggregated
beyond the institution's boundaries
to contribute to the improvement
and/or transformation of the
learning environment
Providing Feedback
Feedback on learners' performance
is clear, constructive and timely,
using a variety of sources to
prompt reflection and further action
Clear, constructive and timely
feedback is recorded and the effect
measured (feedback loop).
Teaching staff collaborate on a
regular basis to provide holistic
feedback, beyond the performance
in individual disciplines.
The art of providing clear,
constructive and timely feedback is
transmitted to the learners to
contribute to the improvement of
teaching and learning.
Authentic
assessment
Some individual initiatives have
developed forms of assessment
rooted in performance in real-life
settings — beyond examination
under controlled conditions
Organisational structures and
processes have been developed to
accommodate and encourage
assessment of performance in real-
life settings.
The organisation prioritises
assessment evidence from real life
performance, rarely and
exceptionally using controlled
assessments
Assessment is treated as "learning
about learning" and is deeply
intertwined with the learning
process which is itself based on
authentic learning experiences.
Self and Peer
Assessment
Self and peer-assessment are used
by some teachers.
practice self and peer-assessment.
The practice of self- and peer-
assessment is integrated into
learning practice and is celebrated
as a competency in its own right.
Teachers and learners are treated
equally, i.e. learners assessment of
teachers are regarded as 'peer-
assessment' within the learning
community


page 7

ICT skills
A few staff are ICT familiar/
competent and the ICT coordinator
or technician is ICT fluent.
Some staff are ICT familiar/
The majority of staff are ICT
familiar/competent with key staff
ICT fluent, including teaching
assistants.
The majority of staff are ICT fluent.
Techno-literacy
The level of techno-literacy of staff
in general is limited to the use of
pre-configured systems and
institutionally-provided software
Some individuals have the level of
techno-literacy needed to allow
them to make informed choices
related to their specific needs
A significant number of individuals
have the level of techno-literacy
needed to allow them to choose
and configure learning technologies
to meet their needs
There are sufficient people in
appropriate positions with the level
of techno-literacy required to
design an integrated system
approach incorporating ePortfolios,
working with the other elements of
the organisation's information
system
Digital content
creation
Some teachers create digital
content to support learning — e.g.
lesson plans, learning module, etc.
Teachers are regular and active
creators / remixers of digital
content.
creators of discipline specific as
well as cross-curricular digital
content.
Teachers work collaboratively with
teachers beyond institutional
borders for the creation/remix of
learning resources and for seeking
peers feedback.
Continuing
professional
Development
means to plan learning and
development in line with the need
for competencies within the
organisation.
There is a central system to plan
learning and development in line
with the need for competencies
within the organisation. The system
is mainly used by the management.
Empowerment of staff is limited.
Evidence of learning and
development, competency
development planning and
activities are systematically
recorded, shared and reflected
upon by fully empowered
individuals, staff and management
to anticipate the needs for future
development.
Competency development data is
benchmarked / aggregated with
external stakeholders at the local,
regional and/or branch level to
anticipate the need for competency
development and the interaction
with education and training
providers as well as public
authorities.


page 9
ICT skills
A few staff are ICT familiar/
Some staff are ICT familiar/
The majority of staff are ICT
familiar/competent with key staff
ICT fluent, including teaching
assistants.
The majority of staff are ICT fluent.
Techno-literacy
The level of techno-literacy of staff
in general is limited to the use of
pre-configured systems and
Some individuals have the level of
techno-literacy needed to allow
them to make informed choices
related to their specific needs
A significant number of individuals
have the level of techno-literacy
needed to allow them to choose
and configure learning technologies
to meet their needs
There are sufficient people in
appropriate positions with the level
of techno-literacy required to
design an integrated system
approach incorporating ePortfolios,
working with the other elements of
the organisation's information
system
Digital content
creation
Some teachers create digital
content to support learning — e.g.
lesson plans, learning module, etc.
creators / remixers of digital
content.
creators of discipline specific as
well as cross-curricular digital
content.
Teachers work collaboratively with
teachers beyond institutional
borders for the creation/remix of
learning resources and for seeking
peers feedback.
Continuing
professional
Development
means to plan learning and
development in line with the need
for competencies within the
organisation.
There is a central system to plan
learning and development in line
with the need for competencies
within the organisation. The system
is mainly used by the management.
Empowerment of staff is limited.
Evidence of learning and
development, competency
development planning and
activities are systematically
recorded, shared and reflected
upon by fully empowered
individuals, staff and management
to anticipate the needs for future
development.
Competency development data is
benchmarked / aggregated with
external stakeholders at the local,
regional and/or branch level to
anticipate the need for competency
development and the interaction
with education and training
providers as well as public
authorities.


page 9

People-Learners
ICT skills Most leaners have basic ICT skills.
The institution encourages the
emergence of learners as ICT
leaders to take an active role in the
implementation of ICT.
The learners that have been
identified as ICT leaders and are
actively contributing to the learning
and ICT strategy of the institution.
A number of learners are
contributing beyond institutional
borders to support and implement
ICT for learning.
Techno-literacy
The level of techno-literacy of
learners in general is limited to the
use of pre-configured systems and
Some individual learners have the
level of techno-literacy to contribute
actively to the design and
implementation of an ICT strategy.
The development of techno-literacy
is systematically encouraged and
used to contribute to the design of
the learning environment.
Learners are mainly in charge of
the implementation and
management of their ICT for
learning environment.
Digital content
creation
Learners create some digital
content in formal curriculum areas.
Learners are regular and active
creators of digital content in formal
curriculum areas.
creators of digital content in both
formal and informal curriculum
areas.
creators of content in both formal
and informal curriculum areas, and
make connections between their
virtual spaces and multiple
identities to support learning.
Seeking and
providing feedback
Learners are occasionally invited to
seek and provide feedback.
actively seek and provide feedback
in both formal and informal
curriculum areas.
Learners are regular seekers and
providers of feedback involving a
range of audiences, in both formal
and informal curriculum areas.
The competencies involved in the
provision of feedback is recognised
and celebrated by the institution.


page 10
People-Learners
ICT skills Most leaners have basic ICT skills.
The institution encourages the
emergence of learners as ICT
leaders to take an active role in the
implementation of ICT.
The learners that have been
identified as ICT leaders and are
actively contributing to the learning
and ICT strategy of the institution.
A number of learners are
contributing beyond institutional
borders to support and implement
ICT for learning.
Techno-literacy
The level of techno-literacy of
learners in general is limited to the
use of pre-configured systems and
Some individual learners have the
level of techno-literacy to contribute
actively to the design and
implementation of an ICT strategy.
The development of techno-literacy
is systematically encouraged and
used to contribute to the design of
the learning environment.
Learners are mainly in charge of
the implementation and
management of their ICT for
learning environment.
Digital content
creation
Learners create some digital
content in formal curriculum areas.
creators of digital content in formal
curriculum areas.
creators of digital content in both
formal and informal curriculum
areas.
creators of content in both formal
and informal curriculum areas, and
make connections between their
virtual spaces and multiple
identities to support learning.
Seeking and
providing feedback
Learners are occasionally invited to
seek and provide feedback.
actively seek and provide feedback
in both formal and informal
curriculum areas.
Learners are regular seekers and
providers of feedback involving a
range of audiences, in both formal
and informal curriculum areas.
The competencies involved in the
provision of feedback is recognised
and celebrated by the institution.


page 10

Technologies
ICT Policy
The lack of ICT policy has been
identified as an obstacle to the
efficiency of the investments in ICT
for learning.
The organisation is committed to
the design and implementation of
an ICT policy developed through
consultation of all stakeholders
across the institution.
The ICT policy is regularly
monitored, reviewed and evaluated
in the context of the organisation's
other policies, in line with the
organisation's vision and goals and
involving all stakeholders.
The organisation has a well-
established, successful and
rigorous framework for monitoring
and reviewing all its strategies and
policies, and the monitoring and
reviewing of ICT within this
framework and takes into account
local, regional, sectoral and
national priorities.
Privacy policy
Privacy is dealt on an ad-hoc basis
by individual teachers.
protect privacy through establishing
policies and implementing privacy
technology — e.g. privacy by
design.
The institution's privacy is fully
integrated in the ICT policy. The
technical infrastructure is fully
compliant with regulations and best
practices regarding privacy.
The organisation is part of a trust
infrastructure, a federation
facilitating the exchange of
personal data under the control of
the individuals.
Innovation
ICT is mainly used to support
previously established practice —
e.g. use an interactive white board
to deliver lectures or the Internet to
deliver distance courses.
ICT is used in a number of pilot
projects to challenge and transform
current teaching and learning
practices.
The use of ICT is primarily sought
for allowing practices that would
not have been possible without it —
e.g. learning analytics.
Organisation's leaders are actively
involved and recognised in
innovation networks, beyond the
Internal connectivity
There are few computers and they
are located in dedicated rooms.
All learners have access to a
computer or tablet when they need
it, including a connection to the
Internet.
All learners have a computer or a
tablet to access the intranet and
the Internet at anytime within the
institution.


page 11
Technologies
ICT Policy
The lack of ICT policy has been
identified as an obstacle to the
efficiency of the investments in ICT
for learning.
the design and implementation of
an ICT policy developed through
consultation of all stakeholders
across the institution.
The ICT policy is regularly
monitored, reviewed and evaluated
in the context of the organisation's
other policies, in line with the
organisation's vision and goals and
involving all stakeholders.
The organisation has a well-
established, successful and
rigorous framework for monitoring
and reviewing all its strategies and
policies, and the monitoring and
reviewing of ICT within this
framework and takes into account
local, regional, sectoral and
national priorities.
Privacy policy
Privacy is dealt on an ad-hoc basis
by individual teachers.
protect privacy through establishing
policies and implementing privacy
technology — e.g. privacy by
design.
The institution's privacy is fully
integrated in the ICT policy. The
technical infrastructure is fully
compliant with regulations and best
practices regarding privacy.
The organisation is part of a trust
infrastructure, a federation
facilitating the exchange of
personal data under the control of
the individuals.
Innovation
ICT is mainly used to support
previously established practice —
e.g. use an interactive white board
to deliver lectures or the Internet to
deliver distance courses.
ICT is used in a number of pilot
projects to challenge and transform
current teaching and learning
practices.
The use of ICT is primarily sought
for allowing practices that would
not have been possible without it —
e.g. learning analytics.
Organisation's leaders are actively
involved and recognised in
innovation networks, beyond the
Internal connectivity
There are few computers and they
are located in dedicated rooms.
All learners have access to a
computer or tablet when they need
it, including a connection to the
Internet.
All learners have a computer or a
tablet to access the intranet and
the Internet at anytime within the
institution.


page 11

ePortfolios
Motivation /
Ownership
The motivation for learners to
create ePortfolios is mainly
extrinsic, e.g. a requirement from
the institution.
The institution is committed to
ensuring individual ownership of
ePortfolios and learners are
actively involved in the decision
process.
Learners are intrinsically motivated
and have full ownership of their
ePortfolios. This is demonstrated
by the continuation of individual
ePortfolios beyond the time of
study within the institution.
Portfolios are a central tool for
building institutional and personal
constructions of individuals’ activity,
achievements, life and identity.
Content
Learners have little choice over the
content of the ePortfolio, which is
prescribed by the institution.
The institution is committed to let
learners choose and control the
content of their individual
ePortfolios and keep separate
individual ePortfolios and
institutional ePortfolios.
Learners have full control over the
content of their ePortfolios, while
the institution has full control over
the content of the information
learners need to provide for
monitoring the learning process.
The information collected for /
provided to the institutional
ePortfolios is seamlessly collected
from the content of the individual
ePortfolios.
Access
Access to ePortfolios is fully under
institution control and supervision.
Learners do not have the choice of
the tool for managing their
ePortfolios.
letting learners use the tools of
their choice for managing their
ePortfolios.
The institutional policy for individual
ePortfolios is inspired from BYOD
(bring your own device).
Leadership
Leaders/champions of ePortfolio
practice have emerged but are not
yet recognised by the institution.
Senior staff and educational
leaders are committed to
establishing a shared vision of
ePortfolio practice and how it
relates to the organisation's overall
mission.
leaders can articulate a clear vision
of how ePortfolio practice will
develop and might transform
learning and the curriculum.
leaders contribute to the overall
ePortfolio vision and strategy at
local, regional and national levels.


page 13
ePortfolios
Motivation /
Ownership
The motivation for learners to
create ePortfolios is mainly
extrinsic, e.g. a requirement from
the institution.
ensuring individual ownership of
ePortfolios and learners are
actively involved in the decision
process.
Learners are intrinsically motivated
and have full ownership of their
ePortfolios. This is demonstrated
by the continuation of individual
ePortfolios beyond the time of
study within the institution.
Portfolios are a central tool for
building institutional and personal
constructions of individuals’ activity,
achievements, life and identity.
Content
Learners have little choice over the
content of the ePortfolio, which is
prescribed by the institution.
The institution is committed to let
learners choose and control the
content of their individual
ePortfolios and keep separate
individual ePortfolios and
institutional ePortfolios.
Learners have full control over the
content of their ePortfolios, while
the institution has full control over
the content of the information
learners need to provide for
monitoring the learning process.
The information collected for /
provided to the institutional
ePortfolios is seamlessly collected
from the content of the individual
ePortfolios.
Access
Access to ePortfolios is fully under
institution control and supervision.
Learners do not have the choice of
the tool for managing their
ePortfolios.
letting learners use the tools of
their choice for managing their
ePortfolios.
The institutional policy for individual
ePortfolios is inspired from BYOD
(bring your own device).
Leadership
Leaders/champions of ePortfolio
practice have emerged but are not
yet recognised by the institution.
ePortfolio practice and how it
mission.
of how ePortfolio practice will
ePortfolio vision and strategy at
local, regional and national levels.


page 13

Usability
The interface of the tools used to
support ePortfolios processes are
reasonably well designed and easy
to use. Tools are documented with
tutorials and online help.
There is a consistent interface
between the different tools used to
create and exploit ePortfolios (e.g.
between a LMS and an ePMS).
The lessons learned from using
tools is used to feed-back the
design, selection and integration of
the tools used to support ePortfolio
processes.
Integration
Technologies to support ePortfolio
practice are fragmented across
multiple tools and are not
connected to the current
information system architecture
There are clear plans to integrate
ePortfolios within the institutional
information system to allow
seamless ﬂow of information from/
to ePortfolios.
ePortfolios are fully integrated in
the information system. The centre
of gravity of the information system
has moved from the institution to
the individual.
The ICT infrastructure is person /
identity centric and extends beyond
organisational boundaries -e.g.
clients, suppliers, professional
bodies, regulatory and awarding
bodies.
Management
Individual ePortfolio infrastructure
is managed by the institution for the
learners. There is no clear
distinction between individual and
institutional ePortfolios
is managed by the institution with
the learners.
is fully managed by the learners.
Individual /
institutional
ePortfolios
revise
There is an ePortfolio Management
System (ePMS) but it is not
integrated in the information
system. Personal ePortfolios must
be created within the ePMS.
The organisation is committed to let
learners choose their own tools to
manage their personal ePortfolios.
The ePMS is used to support
organisational processes such as
assessment, accreditation, etc.
using data from individual
ePortfolios.
The ePMS leaves learners free to
choose their own environment for
their personal ePortfolio — BYOD
(bring your own device) applied to
ePortfolios. The interaction
between individual ePortfolios and
the ePMS is seamless.
The ePMS interacts seamlessly
with external information systems
and learners can bring their own
ePortfolios across multiple learning
environments and institutions


page 16
Usability
The interface of the tools used to
support ePortfolios processes are
reasonably well designed and easy
to use. Tools are documented with
tutorials and online help.
There is a consistent interface
between the different tools used to
create and exploit ePortfolios (e.g.
between a LMS and an ePMS).
The lessons learned from using
tools is used to feed-back the
design, selection and integration of
the tools used to support ePortfolio
processes.
Integration
Technologies to support ePortfolio
practice are fragmented across
multiple tools and are not
connected to the current
information system architecture
There are clear plans to integrate
ePortfolios within the institutional
information system to allow
seamless ﬂow of information from/
to ePortfolios.
ePortfolios are fully integrated in
the information system. The centre
of gravity of the information system
has moved from the institution to
the individual.
The ICT infrastructure is person /
identity centric and extends beyond
organisational boundaries -e.g.
clients, suppliers, professional
bodies, regulatory and awarding
bodies.
Management
is managed by the institution for the
learners. There is no clear
distinction between individual and
institutional ePortfolios
is managed by the institution with
the learners.
is fully managed by the learners.
Individual /
institutional
ePortfolios
revise
There is an ePortfolio Management
System (ePMS) but it is not
integrated in the information
system. Personal ePortfolios must
be created within the ePMS.
The organisation is committed to let
learners choose their own tools to
manage their personal ePortfolios.
The ePMS is used to support
organisational processes such as
assessment, accreditation, etc.
using data from individual
ePortfolios.
The ePMS leaves learners free to
choose their own environment for
their personal ePortfolio — BYOD
(bring your own device) applied to
ePortfolios. The interaction
between individual ePortfolios and
the ePMS is seamless.
The ePMS interacts seamlessly
with external information systems
and learners can bring their own
ePortfolios across multiple learning
environments and institutions


page 16

Open Badges
Motivation /
Ownership
The motivation to earn Open
Badges is mainly extrinsic, e.g. to
get a grade or a reward — mainly
designed for the learners and
awarded by the institution or a
person of authority within the
institution.
Learners are actively encouraged
to co-design the Open Badges eco-
system, including through the
design and delivery of their own
Badges.
All stakeholders are actively
involved in the co-design of the
Open Badges institutional eco-
system.
Open Badges eco-system, beyond
the institutional boundaries.
Adoption
Open Badges practice is limited to
a small number of innovators.
A significant number/critical mass
of staff/learners are developing
Open Badges practice across the
curriculum.
Open Badges are embedded in the
institution with the support of senior
leadership and advocacy.
Learners and staff engagement
almost universally positive; Open
Badges used as a central tool for
building both institutional and
personal constructions of
individuals’ activity, achievements,
life and identity.
Leadership
Leaders/champions of Open
Badges practice have emerged but
are not yet recognised by the
institution.
Open Badges practice and how it
mission.
of how Open Badges practice will
Open Badges vision and strategy
at local, regional and national
levels.
Policy
The lack of an Open Badges policy
has been identified as an obstacle
to the development of practices
associated to Open Badges.
The institution has a clearly
articulated an Open Badges policy
regarding the different stakeholder
groups, including staff.
Data collected from Open Badges
is used as prime source to inform
the organisation's policy.
Open Badges data is used as
prime source of information to
inform policies at local/regional/
national levels — e.g. mapping the
competencies of a territory.


page 18
Open Badges
Motivation /
Ownership
The motivation to earn Open
Badges is mainly extrinsic, e.g. to
get a grade or a reward — mainly
designed for the learners and
awarded by the institution or a
person of authority within the
institution.
Learners are actively encouraged
to co-design the Open Badges eco-
system, including through the
design and delivery of their own
Badges.
Open Badges institutional eco-
system.
Open Badges eco-system, beyond
the institutional boundaries.
Adoption
Open Badges practice is limited to
a small number of innovators.
A significant number/critical mass
of staff/learners are developing
Open Badges practice across the
curriculum.
Open Badges are embedded in the
institution with the support of senior
leadership and advocacy.
Learners and staff engagement
almost universally positive; Open
Badges used as a central tool for
building both institutional and
personal constructions of
individuals’ activity, achievements,
life and identity.
Leadership
Leaders/champions of Open
Badges practice have emerged but
are not yet recognised by the
institution.
Open Badges practice and how it
mission.
of how Open Badges practice will
Open Badges vision and strategy
at local, regional and national
levels.
Policy
The lack of an Open Badges policy
has been identified as an obstacle
to the development of practices
associated to Open Badges.
The institution has a clearly
articulated an Open Badges policy
regarding the different stakeholder
groups, including staff.
Data collected from Open Badges
is used as prime source to inform
the organisation's policy.
Open Badges data is used as
prime source of information to
inform policies at local/regional/
national levels — e.g. mapping the
competencies of a territory.


page 18

?http://courses.foi.hr:9001/p/Maturity_Matrix
What's next?
Action planning

Serge Ravet
EUROPORTFOLIO
ADPIOS, EUROPORTFOLIO
@Szerge, learningfutures.eu
epforum.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!
Evaluation Report
EPORTFOLIOS &
OPEN BADGES
MATURITY MATRIX

ePortfolio & Open Badges Maturity Matrix

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ePortfolio & Open Badges Maturity Matrix