Setting the scene: the European context ePortfolios, identity and personalised learning in healthcare education Newcastl

1. Setting the scene: the European contextePortfolios, identity and personalised learning in healthcare educationNewcastle upon Tyne 28 February 2008 Maureen Layte, EIfEL

2. The ePortfolio in Europe What are the key challenges for the European learning scene? How can the ePortfolio contribute to addressing those challenges? Agenda for the future

3. Champlost EIfEL

4. EIfEL • Domains • Learning technologies (individual, social, organisational and regional) • ePortfolio and digital identity • Life competencies • Interoperability & standards • Quality as learning • Activities • SIGs & working groups • Studies • Project development and management • Consultancy • Conferences & seminars

5. Why do we need ePortfolios in Europe? “In a digital world, citizens must be able to present themselves digitally” Anne Gilleran, EUN “In a knowledge economy, knowledge workers need personal knowledge management tools” EIfEL

6. European declarations • Lisbon 2000 • to make Europe the most competitive and dynamic knowledge-driven economy by 2010 • Maastricht • the development of an open and flexible European qualifications framework ….to facilitate the recognition and transferability of qualifications… based mainly on competences and learning outcomes…provide a reference for the validation of informally acquired competences • Copenhagen • transferability and recognition of competences and qualifications, in order to support occupational and geographical mobility of citizens in Europe • Europass

7. Competency development Accreditation of prior learning Recognition of value of informal learning Transparency of qualifications Lifelong and lifewide learning support Quality assurance in education Educational reform The role of ePortfolios in European learning strategy

8. UK The Netherlands Norway Austria Denmark Finland European ePortfolio pioneers

9. “The student develops and produces learning resources as part of her/his learning process. She/he has access to a great range of learning resources, learning objects, that might be used to build new products as part of the learning process. The student refines them and brings them to her/his personal portfolio (e-portfolio). The content of her/his portfolio is shared with other students. The content is easily accessible as learning objects or as materials for future studies and for future jobs.” ”Strategy for digital learning resources in higher education 2005-2008” “Digital portfolio assessments are going to be adopted at all school levels before 2008.” ”Strategies for digital learning resources in elementary and secondary school”, Norwegian Education Directorate Norway

10. The Netherlands “At Nedcar all employees will be enabled to develop and complete their personal EmployabilityPortfolio, thus creating both a powerful, standards based tool that will help them to develop their NedCar career (internal employability) or assist them in the finding a new job.” Kennisnet -- ICT support in education Kenteq - Knowledge centres CWI - Employment agency

12. European projects • Key-Pal • Key skills for disadvantaged young adults • EPICC • ePortfolio interoperability • Juvenes mobiles • Mobility of young people • Portolano • ePortfolio for professionals in the arts sector • MOSEP • Teacher training course • Digifolio • Teacher training course

13. Portolano • When professionals from the fields of arts and culture embark on a career transition or even a complete change of field, they are confronted with the need to identify and define their skills, which are often implicit, the result of rich and diverse professional experiences. • Whole sectors in the artistic and cultural domain with no current scale of reference with regard to competence at all. Validated often by tacit acknowledgment by other professionals in the same sector. Importance of networks. • Development of portfolios to enable presentation and recognition of acquired competencies • Involvement of national employment and arts agencies in Austria, Finland, France, Italy, Switzerland, the Netherlands working with writers, dancers, artists, arts students…..

14. Having your own identity Reflecting on your work as an artist Maintaining and developing your artistic skills Being engaged with societey Verbal and visual representation Collaborating with others Getting on the market Being customer orientated Planning and organising Doing – getting ahead - persevering 10 Competencies for artists

15. From ePortfolio to ePortfolly “The great pleasure and feeling in my right brain is more than my left brain can find the words to tell you.” Roger Sperry, 1981 Nobel prize for medicine

16. Professional bodies, unions ePortfolio interoperability ePortfolio policies ePortfolio and digital identity ePortfolio and eCitizenship ePortfolio and eGovernance ePortfolio and eMedicine Course / class Individual Institution Communities Region / state Federal 2010 objective

17. A European consortium designed to Achieve the goal ‘ePortfolio for all’ Promote innovative practice and technology Contribute to the definition of technical standards and encourage interoperability Provide support to, and co-ordinate, European initiatives Contribute to the creation and development of a worldwide ePortfolio community Europortfolio

18. EIfEL is coordinating a Europe-wide study looking at ePortfoliodrivers, from the point of view of Policies – e.g. Europass, common qualification framework, links with eHealth, eAdministration People – e.g. competencies, emerging practices Organisations – e.g. recruitment policies, competency management Technologies – e.g. social software, P2P, emerging standards Outcomes to support to the implementation of ePortfolios in eStrategies – local and global State of the art review, conformance programme feasibility, recommendations and guidelines, international and national reports and events… 23 national coordinators eStrategies for empowering learners

19. The revolution in who controls personal (learning, health, professional, etc.) records is already affecting the way healthcare professionals and institutions operate and transforming their relationship with patients. The objective of this SIG is to explore the convergence of ePortfolios and other personal records in relation to practice, technologies and policies and make recommendations to practitioners and policy makers. Creation of an international ePortfolio SIG Maastricht, 17 october 2007

20. Private ID Citizens Familly Neighbours Friends Colleagues Peers • Learning is about the social construction of meaning and of one’s identity • Communities, organisations and territories are the places where identities are being constructed and recognised • ePortfolios contribute to the construction of one’s identity within social networks and organisations - hence multiple ePortfolios for the same person Digital identity

21. Project management Federation Identification Authentification Structures Networks Individuals Personnel & competency management Continuing professional development Learning community Professional profile Learning organisation Projects and contributions Competencies and knowledge Reputation Collaboration Audience Knowledge management What makes our identity? Adapted from Fred Cavazza: http://www.fredcavazza.net/index.php?2006/10/22/1310-quest-ce-que-lindente-numerique

22. Patients • "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, in a speech to the 2007 AMIA (American Medical Informatics Association)

23. Citizens • "The vision for the future of ubiquitous digital technology starts with the premise that citizens, learners, employees, patients and consumers should own their own total personal data and that only individuals, not institutions, not the government, not employers or companies, but only citizens should have complete mastery over how it is used. Digital identity education is now becoming an issue as critical as physical and moral education."

24. I want to be able to aggregate, in a central location, all key information about myself, I want to be able to fully exploit the contents of my ePortfolio, using a multiplicity of services, I want to be able to profile the readers of my multifaceted ePortfolio to present them with relevant information I want to be able to share different parts of my ePortfolio across different communities having their own “aggregator” of individual ePortfolios, providing a seamless environment of individual and community ePortfolios I want an ePortfolio intelligent enough to automatically update some of its contents and presentation I want an ePortfolio flexible enough to aggregate the information the way I want, starting from a form or from a blank page I want an ePortfolio resilient enough, so that when a primary source of information disappears or when technical standards evolve, I am still able to access it 7 wishes for an ePortfolio

25. A 17-year old girl, majoring in sciences, and hoping to get into an Ivy League College to study medicine, works as a birthing assistant at the Birthing Centre in the local hospital. For two days a week she helps mothers who are in labour, and during the three days she is in class she carries a beeper to answer the call of the hospital. If the delivery room is short-staffed they beep her for her assistance. She is taking on adult responsibilities and learning in a very real-life setting. Imagine her ePortfolio! Thinking out of the box

26. Thank you! Maureen.layte@eportfolio.eu