Post on 21-Dec-2015
transcript
Developing a thin ePortfolio for lifelong learning in the
eFramework
Peter Rees JonesCETIS ePortfolio feasibility study &
Centre for International ePortfolio Development
Reducing complex requirements to simpler terms in which they become capable of
implementation
ePortfolio Reference Model
• This paper exemplifies how the service oriented approach of the eFramework helps reduce a complex problem to simpler terms,
• identifies how the work of other Reference Model Projects within the eFramework supports the ePortfolio Reference Model, and how our work could support them.
• The services on the diagrams are processes supporting a learner which may (or may not) involve another person but will require one or more webservices.
• The Reference Model is reviewing these chains of domain services, identifying gaps and priorities for the development of ePortfolio enabled webservices,
• which specifies the outlines of the interfaces required between ePortfolio and the domain services
• and has significant implications for specifications, standards and architectures for report to the June 2006 meeting of IMS;
The key deliverable: - a set of profiles from which a lightweight specifications can then be built.
ePortfolio
LearningPlans
Abstract Use Case: A chain of ePortfolio enabled Services produces an ILP.
ILPs are common in schools, colleges & some universities;
customising learning to the individual;
potentially allowing an individual to personalise learning.
Also used for planning application to employment and University
ePortfolio Reference Model: Individual Learning Plans (ILPs)
ePortfolio
Assessment Results & comments
Assessment Service
LearningPlans
1.
Trigger
1. An assessment result
• Mark+comments from formative assessment;
• This requires an assessment interface (the hatpin)
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Personal Development Service
LearningPlans
1.
2.2. I call this information into an ePortfolio enabled Personal Development Service.
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Personal Development Service
LearningPlans
Learner Goals
1.
2.
3.
3. I review the results against my goals...
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
LearningPlans
Learner Goals
1.
2.
3.
4.
3. I review the results against my goals...
4. …in the context of past reflections…
(saving my current reflections as I go)
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
Pathway Information Service
LearningPlans
Learner Goals
1.
2.
3.
4. 5.
5. …taking account of pathway information about the grades I need to meet my goals.
3. I review the results against my goals...
4. …in the context of past reflections…
(saving my current reflections as I go)
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
Pathway Information Service
LearningPlans
Learner Goals
1.
2.
3.
4. 5.
Comment: There is a major gap:
When we use MSN or google groups on the kinds of university we want to go to .
ePortfolio: ILP
At this point I will chat informally with my friends.
When we use MSN or google groups on the kinds of university we want to go to .
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
Pathway Information Service
LearningPlans
Learner Goals
1.
2.
3.
4. 5.
Institutional Personal Development is focused on the individual
But actual Personal Development is a lot about informal conversations
Comment:
IMS LIP reflects the institutional view & has no concept of “Group”
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
Pathway Information Service
IAG planning Service
LearningPlans
Learner Goals
1.
2.
3.
4.
6.
5.
6. I make available some of my reflections to my formal advisor in an Information Advice Guidance Planning Service
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
Pathway Information Service
IAG planning Service
LearningPlans
Learner Goals
1.
2.
3.
4.
6.
7.
5.
6. I make available some of my reflections to my advisor in an Information Advice Guidance Planning Service
7. Formal Pathway Info is called (mainly by the advisor; I now have loads of formal & informal stuff.)
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Personal Development Service
Pathway Information Service
IAG planning Service
LearningPlans
Learner Goals
1.
2.
3.
4.
6.
7.
5.
Pathway information is the subject of the XRCI Reference Model
Comment: -
Although PDP has been core to JISC, little work has been done on planning.
IMS LIP could support some aspects of planning but the best way of rendering a plan may be Learning Design
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Dialogues
Personal Development Service
Pathway Information Service
IAG planning Service8.
LearningPlans
Learner Goals
1.
2.
3.
4.
6.
7.
5.
8. My dialogue with my advisor is recorded
CommentI may may well be accessing other advice from other sources, like a google group
ePortfolio: ILP
Negotiating a plan may draw on the Action Workflow approach of Medina-Mora, Flores & Winograd 1992
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Dialogues
Personal Development Service
Pathway Information Service
IAG planning Service8.
LearningPlans
Learner Goals
1.
2.
3.
4.
6.
7.
5.
8. My dialogue with my advisor is recorded
(but what about the other informal conversations?)
9. I negotiate a formal learning plan with my advisor
(The plan is a further chain of services containing sequences of activities, perhaps rendered as LD)
ePortfolio: ILP
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Dialogues
Personal Development Service
Pathway Information Service
IAG planning Service8.
LearningPlans
9.
Learner Goals
1.
2.
3.
4.
6.
7.
5.
10.
Enrolment Service
8. My dialogue with my advisor is recorded
9. I negotiate a formal learning plan with my advisor10. The first action is to enrol on a new set of classes(In another use case I change the plan in the light of my experience)
ePortfolio: ILP
• Some ePortfolio systems contain some of these services.
• It is to the advantage of the learner if any variant of any service can be plugged into any ePortfolio.
• A modular approach aids implementation
• because it permits prioritisation• A thin, web based ePortfolio
drawing on rapidly developing webservices.
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Dialogues
Personal Development Service
Pathway Information Service
IAG planning Service8.
LearningPlans
9.
Learner Goals
1.
2.
3.
4.
6.
7.
5.
10.
Enrolment Service
ePortfolio: ILP and a thin ePortfolio
Comment:
• All the services to the right could be contained within ePortfolio;
• BUT is the ePortfolio the repository for this information?
• Over time I replace my school ePortfolio with a college and a University ePortfolio
• When I apply to work I need a transcript of all my qualifications
• In my job I need to join up the ePortfolio for my part time MBA with my staff development review.
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Dialogues
Personal Development Service
Pathway Information Service
IAG planning Service8.
LearningPlans
9.
Learner Goals
1.
2.
3.
4.
6.
7.
5.
10.
Enrolment Service
ePortfolio: Just how thin is thin?
• The use of ePortfolio to support Lifelong and Lifewide learning is a complex problem; how do we reduce it to simpler terms?
• An obvious solution, a single ePortfolio for every citizen raises major problems of its own
• How do we put the learners in control of their own information?
• JISC is beginning a scoping study of repositories
• Is an ePortfolio a repository or a thin service that links to many ePortfolio enabled repositories?
ePortfolio
Assessment Results & comments
Assessment Service
Learner Reflections
Dialogues
Personal Development Service
Pathway Information Service
IAG planning Service8.
LearningPlans
9.
Learner Goals
1.
2.
3.
4.
6.
7.
5.
10.
Enrolment Service
ePortfolio: Lifelong and Lifewide
Thin ePortfolio
ePortfolio
Assessment Results & comments
Learner Reflections
Dialogues
LearningPlans
Learner Goals
Assessment Service
Personal Development Service
Pathway Information Service
IAG planning Service
7.
10.
Enrolment Service
8.
9.
1.
2.
3.
4.
College Repository
University Repository
Exam Board Repository
Thin ePortfolio
ePortfolio
Assessment Results & comments
Learner Reflections
Dialogues
LearningPlans
Learner Goals
Assessment Service
Personal Development Service
Pathway Information Service
IAG planning Service
7.
10.
Enrolment Service
8.
9.
1.
2.
3.
4.
College Repository
University Repository
Exam Board Repository
• The proposition is that there is no need for 2 repositories to speak to one another directly
• A thin ePortfolio service could significantly reduce costs
• This is something that we would like the JISC repository scoping study to explore
• ePortfolio looks like a very thin service providing the learner with a coordinated view of all their information
• permitting the learner to integrate what they have learned in different contexts at different times
• The interfaces with ePortfolio enabled services allow this key “ePortfolio application” to pass information between ePortfolio enabled repositories
• Each interface represents a profile of a specification or standard and the sum of interfaces will require use of many existing and some new specifications
• Monolithic specifications need to be reconfigured to enable their effective use in this modular environment
ePortfolio: The implications for specifications and standards
• This presentation has focused on a learning flow
• Course information is an administrative service
• Suppose the ILP was supporting a learner’s application to HE (or a job)
eFramework: Types of Service
ePortfolio
Personal Development Service
Pathway Information Service
Guidance and Planning Service
Scenario A Phase 3bFeedback: Application to University at age 18
Other Personal ePortfolio domains
(2) applicant reflects
Applicant
Advisor
(3) applicant meets advisor
Learning Services :
“Admin” Services :
• This presentation has focused on a learning flow
• Course information is an administrative service
• Suppose the ILP was supporting a learner’s application to HE (or a job)
• By using the ILP the learner develops a Presentational eP for the application
• (This work is the subject of a major UK project)
eFramework: Types of Service
ePortfolio
Personal Development Service
Pathway Information Service
Guidance and Planning Service
Scenario A Phase 3bFeedback: Application to University at age 18
Other Personal ePortfolio domains
(2) applicant reflects
Presentational ePortfolio
Links to Qualificactions
Personal Statement
Links to Evidence
Links to Contextual Information
Applicant
Advisor
(3) applicant meets advisor
Learning Services :
“Admin” Services :
ePortfolio
Personal Development Service
Pathway Information Service
Guidance and Planning Service
Scenario A Phase 3bFeedback: Application to University at age 18
Other Personal ePortfolio domains
(2) applicant reflects
Presentational ePortfolio
Links to Qualificactions
Personal Statement
Links to Evidence
Links to Contextual Information
Admissions Service
(1) feedback to the applicant
Applicant
Advisor
Admissions Officer
(3) applicant meets advisor
Learning Services :
“Admin” Services :
eFramework: Types of Service
• An admissions officer reviews the presentational ePortfolio
• But processes of this kind must be quality assured
• And Govt needs to know how far key policies, such as social inclusion are being met
ePortfolio
Scenario A Phase 3cFeedback: Application to University at age 18
Other Personal ePortfolio domains
Presentational ePortfolio
Links to Qualificactions
Personal Statement
Links to Evidence
Links to Contextual Information
Admissions Service
College Manager
Admissions Officer
Learning Services :
“Admin” Services :
Analytic Services :
Analytic Services
college Advisors
Continuous improvement
Analytic Services
PVC
admissions staff
Uni advisors
• Universities have a need for analytic data to assess how effective recruitment is
• And the ways in which a university needs to adapt to its students to enhance retention
• The same data are required to assess the effectiveness of reformed admission processes by Govt.
eFramework: Types of Service
• At the macro level, processes like application to employment or University require the integration of different kinds of learning, administrative and analytic services which the eFramework is designed to facilitate
• At the median level the eFramework suggests ways of simplifying a complex problem to simpler terms: - a thin ePortfolio service centred on the learner
• At the micro level the eFramework allows webservices developed for one domain service to be adapted for another
• Without an approach like that of the eFramework it is not clear the ePortfolio for Lifelong Learning is feasible
The eFramework: Provisional Conclusions