Peter Rees Jones JISC CETIS LIPSIG University of Leeds University of Nottingham e-Portfolio

1. Implementing e-Portfolios for Lifelong Learning in Europe Peter Rees Jones JISC CETIS LIPSIG University of Leeds University of Nottingham e-Portfolio for Lifelong Learning Project

2. Europe, extending US practice A US definition of e-Portfolio: - • a collection of authentic and diverse evidence, drawn from a larger archive • represents what a person has learned over time, on which the person has reflected • designed for presentation to one or more audiences for a particular rhetorical purpose The emphasis is on the external purpose: - presentation.

3. Europe, extending US practice • The Netherlands extended the use of e-portfolios for self-reflection • There is very similar “personal development planning” (PDP) practice in the UK: - • a supported process by which an individual develops the ability to understand how and what he is learning, to set himself challenging but realistic goals, and to plan and monitor his progress toward them. • This structured process increases the opportunities open to the individual and develops the skills and flexibility required for a modern economy. The emphasis in the US definition is on the external presentation. Here, there is an equal emphasis on the internal processes developing the ability of the learner & leading to the presentation.

4. Europe, extending US practice • At European level, Lifelong Learning is seen as essential to the Lisbon Process. • The Europass instruments will provide key parts of a lifelong learner record and an essential component of e-portfolio. • There are UK pilots of an e-portfolio to support a learner moving from school to college, to university and into work. • A government priority is to ensure that initiatives of this kind are available to all sections of society. • There is significant investment at Commission and National level in a framework that can make Lifelong e-Portfolios a practical reality. In the US there are no co-ordinated federal policies to develop e-portfolios above the level of individual states.

5. Distinctive European Requirements • Lifelong Learning:Here, e-Portfolios supporting separate episodes of education and employment must be able to join up to provide a learner with an e-Portfolio throughout life. • Mobility of Labouracross national boundaries requires e-Portfolios used in one member state to join up with the e-Portfolio a worker uses in another. • Multilinguality: Workers should be able to use their native language in their Personal e-Portfolio even though they increasingly use other languages for presenting themselves in education and the workplace.

6. Distinctive European Requirements In Europe e-Porfolio tools and services are needed to: - • Help learners develop their e-portfolios (e.g. skills checkers) • To present e-Portfolios what has been learned • To join up separate e-portfolios to support transitions between education and employment and create an e-Portfolio for Lifelong Learning • For multilinguality These tools and services should be taken into account in a European definition of e-portfolio

7. Defining e-Portfolio for Europe The following propositions are offered to inform discussion: - • US definitions of e-Portfolio do not take account of e-Portfolio tools and services. The active services and tools that a learner uses in conjunction with the e-Portfolio to review, plan and present his development should be included in the European definition of e-Portfolio. • In this way the use of an e-Portfolio can increase the opportunities open to any citizen and help meet the need of the European economy for a highly skilled and flexible workforce. • National governments and the European Commission have an important role to play in promoting the use of e-Portfolio throughout society.

8. A Technical Starting Point • XML is an obvious means of exchanging learner information. • The IMS in the Learner Information Packaging specification provides XML protocols. • CEN has agreed that this should form the basis of European standards in this area • BSI has produced a standardised version of IMS LIP as the UK Lifelong Learning Profile (UKLeaP; - BS8788) • JISC is making a major investment in this area, e.g. to add web services & carry out a legal study. • Following initial pilots, reference models will be developed…. • Leading to pilot implementations…. • For example of an electronic Diploma Supplement.

9. An e-Portfolio object; Achieving a common European e-DS The problem is not just the technology. What are the requirements? • How do universities want to make use of the DS? • What kind of DS might universities want to have in 10 years time? • But what kind of e-DS might a university be able to implement in 2006? An outline set of business process use cases for the e-DS are being produced within the context of e-portfolio.

10. Levels of implementation • Minimum (no change to existing ICT Dbs) • Upgraded (incremental changes in existing systems to take advantage of e-DS) • Optimised (new systems specified to take advantage of e-portfolios / PLEs and therefore of the e-DS.) • The same levels apply to the overarching e-Portfolio containing such objects

11. Extensibility What should appear as DS programme details? An academic view An employer view Skills Academic modules <competency> <activity> Increasingly institutions may need to specify the learning outcomes or skills achieved by students <activity> <RDCEO> <relationship>

12. Supporting transitions to HE: - Scenario A PRPG Personal Review, Planning and Guidance (Tomlinson recommendation 9) 1. I, the student, am introduced to Personal Review e-Portfolio PRPG Age 14 Enters Curriculum Unit

13. Supporting transitions to HE: - Scenario A 2. At age 16, Personal Review helps me decide what & where to study at college • I register, meet my tutor and continue “PDP”, a type of Personal Review 3. I decide to apply for University e-Portfolio PRPG PRPG PRPG tutor PDP Univ MIS PRPG Applies Univ. Age 16 Moves to college Age 14 Enters Curriculum Unit Age 19 Registers @ University

14. Implementing Lifelong Learning: - Scenario A Nottingham City passport Nottingham City passport Nottingham University e-pars e-Portfolio for Lifelong Learning PRPG PRPG PRPG tutor PDP Univ MIS PRPG Applies Univ. Age 16 Moves to college Age 14 Enters Curriculum Unit Age 19 Registers @ University

15. Application to 2nd Cycle Pre conditions Scenario D Use Case 2

16. Application to University after 1st Cycle Pre conditions Scenario D Use Case 2

17. Application to University after 1st Cycle Pre conditions Scenario D Use Case 2

18. Application to University after 1st Cycle Pre conditions Scenario D Use Case 2

19. 1. I, the applicant, provide a key for the expert agent to call specified resources Scenario D Use Case 2

20. 2. The agent calls and assesses the hard . evidence Scenario D Use Case 2

21. 3. The agent makes a recommendation to the Recruiter. Scenario D Use Case 2

22. 4. The recruiter shortlists the applicant and the agent calls further ‘soft’ resources Scenario D Use Case 2

23. 4.The recruiter receives customised information through a an expert tool and assesses against the job specification. Scenario D Use Case 2

24. 6. There is a weakness; linguistic ability.7. The expert agent fetches the School Transcript 8. The recruiter carries out a detailed assessment. Scenario D Use Case 2

25. Postconditions: - The applicant is offered a probationary job subject to improving his or her linguistic skills Scenario D Use Case 2

26. Defining e-Portfolio in Europe How can you contribute? • Submit a scenario of your actual or intended use of e-Portfolio to : -http://www.eun.org/eun.org2/eun/en/About_eschoolnet/content.cfm?ov=33518&lang=en • Complete the survey of your personal use of an e-Portfolio provided by EIfEL http://www.qwiki.info/projects/Europortfolio/surveys/eps1 • If you offer a software product, participate in an international review by contacting b-h.richardson@ntlworld.com

27. A map of UK e-Portfolio Scenarios