DPF-I

1. DPF-I The design of the INHOLLAND e-portfolio system: Functioning and implementation Marcel Kemper Project Manager E-Portfolio implementation Dublin, March 31st 2005

2. Content of the presentation • The digital campus of INHOLLAND • The functional design of the e-portfolio • The implementation of the digital portfolio

3. INHOLLAND ICT Challenge Scale: 6 main locations, nine smaller locations, 48.000 employees and students 6483 PC’s, ca. 600 laptops, 757 printers, 250 servers, users> 45.000,15 - 20.000 mutations, mailboxes > 47.500 > 1500 educational applications • ICT infrastructure : • Equal for every location of INHOLLAND • Always and everywhere available • Prepared for distance learning • And of course: One Active Directory

4. Wide Area Campus Infrastructure

5. First draft of the digital campus

6. The intranet Onsite: Info Organisation & Services NEWSsite INHOLLAND News INSITE: Startpage personalized MYsite http://insite.inholland.nl/ MYsite Personal dashboard EDUsite: INFO Schools Educational content Blackboard Study Guide TEAMsite Project environment

7. E-portfolio integrated in the intranet Study guide Print Study guide Information People Soft Enrolment EDU Site Class list STARTpage News EDU Site Blackboard EDU Site Timetable STARTpage Search DPF product People Soft Grade view DPF Essay DPF Teacher

8. The students view

9. e-portfolio: key functionalities • Objectives • Study guidance • Professional activity • Topics • Competences Personal Document library Essay Teacher assessor List of assessed essays

10. Portfolio • MYsite Student: Personal dashboard Fellow students etc.. Portfolio Essays Competences PAP Teacher: view students assessment PDP • MYsite Docent:

11. Basic functionalities • On behalf of the learning process an infrastructure is needed with different functions: • Storage of basic information for the student, the teacher and the assessor. (for instance competence descriptions, source material, timetables etc) • Storage of students’ products and evidence folders. • Medium for communication between student and teacher. • Presentation medium for the student for assessments.

12. Start page

13. My Site

14. My Portfolio

15. The students portfolio

16. Personal Development Plan

17. Adjusting the personal development plan

18. Personal Activity Plan

19. The objectives

20. Adjusting an objective

21. Adding an objective

22. An essay

23. Requesting to read an essay

24. Choosing a user from the address book

25. Receiving a request to read

26. Reading the essay

27. Requesting for feedback

28. Providing feedback on the essay

29. The student receives the feedback

30. The student manages rights

31. The student receives comment on the essay de diverse commentaar op het verzoek essay te lezen

32. Adding an essay

33. Adding documents to the product library

34. View on tasks issued

35. Implementation • Large implementation project concerns: • 15 Schools • Well over 14.000 first year students • Well over 3.500 employees • Some Schools with experience in higher years

36. Project duration & phasing • Project duration: Sept 1st 2004 until Sept 1st 2005 • Phasing: • Preparation phase Until Sept 1st 2004 software development and information to future users • Introduction phase September & October wide roll out, training and information for Schools • Implementation phase November until February First user experiences from early adaptors • Realisation phase February until May Emphasis on wide implementation • Evaluation phase May & June Determination of user satisfaction

37. Project organization Project team e-portfolio implementation Schools

38. Work packages Project-management Implementation In depth training

39. Implementation in two dimensions

40. State of affairs by February 2005 • 3 categories • Schools wide implementing the system • (approximately 50% of the Schools) • Schools planning to start using the system from April. • (approximately 35% of the Schools) • Schools needing extra attention. • (approximately 15% of the Schools)

41. Pitfalls for the implementation • An objective is a designation for an essay that concerns a study coaching activity, a course or a competence. • A 1 to 1 relation exists between objectives and essays • Users prefer to assign objectives in terms of competences • The educational curriculum is still strongly based on courses

42. Example of a matrix of competences Major Construction & Environment

43. Complex arrangement This combination of choices leads to a complex arrangement of the structure of the objectives. Schools therefore demand for a many to many relation between objectives and essays.

44. Solution Arrange the objectives close to the way in which ECTS are granted to units. • Two supplements in the software • Users wish to add information to an essay after a part of the essay is already assessed. • Admit a link in an essay to another essay for the purpose of long term reflection.

45. Lessons Learned • Keep the portfolio simple and conveniently arranged. Keep the number of objectives restricted. • Take the workload for students and teachers into consideration. The quality of the feedback from teachers is essential for a successful use of the system. • Portfolio assessment is not the only assessment instrument. It is important to use other supplementary forms of assessment. • Student have a tendency to fill the portfolio to every detail hoping that it will be sufficient. The risk arises that the portfolio becomes the dustbin of the institute.

46. Further development? • 1. A database of competences enables the student to add competences to his portfolio. • 2. Access to the system for external users. • Add Attachments to feedback. • 4. Publish essays outside INHOLLAND. • 5. Reporting and management tools.