ePortfolio Reference Model
Peter Rees Jones, ePortfolio Feasibility StudyAngela Smallwood, University of NottinghamSandra Kingston, University of Nottingham
• We produce ever longer lists of what ePortfolio is and the benefits it may bring
• But is ePortfolio feasible?• Yes, if it can be reduced to simpler terms• The eFramework has allows us to do this.• Could we demonstrate feasibility by 2008?• Yes, a tightly focused programme could
demonstrate how JISC’s investment can meet a key Govt objective
• and produce web services that are re-useable in other domains.
ePortfolio Reference Model
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 the Reference Model Projects within the
eFramework are interdependent. • The services on the diagrams are processes supporting a learner
which may (or may not) involve another person but will require one or more web services.
• The Reference Model has reviewed these chains of domain services, identifying gaps and priorities for the development of ePortfolio enabled web services,
• which specify 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.
Age 19Year 1Univ.
Enrols EnrolsAppliesUniv.
PDP PDP PDP
resu
lts
resu
lts
Age 20Year 2Univ
Age 17College
PDP PDP
Age 18College
Registers @ Univ. &
enrols
School Passport
resu
lts
College Passport
University ePortfolioLifelong ePortfolio
Age 16School
Where the eP RM came from
But how can we get inside the Black Box to identify repeatingpatterns?
Orientation of the eP RM
• Transitions between episodes of PDP
• Intersecting interests – lifewide as well as lifelong
• Stakeholder scenarios: calling for learning services + administrative and analytical services
Apply to College
Y12 use cases
LIFELONG
LEARNI NG
Many further unspecifiedscenarios in
Lifelong Learning
of PDP &
e-P in: -
Work,
Trade Unions
and many others
VocationalTraining,
Apprentice-ships,
Workexperience,
ProfessionalDevelopment
Professionalbodies
Student Internships
CPD
VoluntarySector
Traineeships
Work
Taught Postgraduate PDP
(1) Full I teration: Y11 – Y12
1. Scenarios & use case2. UML + XML + service components3. Aggregation of components, ELF 4. Consultation 5. Pilots6. Implementation advice
Y9
Y10
Y11 PDP use Cases
Apply to HE undergrad
Apply to work
I nduction to HE undergrad PDP
HE PDP
Exit PDP use Case
Apply to work or HE 2nd
cycle
(2) Part I teration: Y13 – HE undergraduate 1 – 4 + PLANNED CONNECTION TO UCAS
Y13 use cases
(3) Part I teration: Y13 – work
1-4
(4) HE 3 – work1-4
(5) Full iteration
HE ug – HE tp 1-6
NottinghamCETL e-Portfolio Reference Site
Apply to work use case
Induction to HE taught postgrad
PDP
What’s inside the black box?
• The eFramework breaks the PDP Black Box into discrete modules
• Suggesting where the ICT supporting “PDP” in one episode be adapted and re-used in another
• First in terms of the “domain services” a human actor experiences
• Then in terms of web services re-useable in different domain services
• Through this process Patterns become obvious and will be captured by the eP RM
PDP
• Pre & post HE practice centres on Individual Learning Plans
• Not covered in JISC work or IMS LIP
• The Social dimension is missing from this model
• Where is mobile / MSN chat?• The model represents the
“space” within which current practice happens
• The model should go beyond these requirements to produce a “pattern” permitting innovation
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.
UCAS APPLY
ePortfolio RM: an abstract model of ILP
The distance travelled: from requirements to
patterns• We began by gathering requirements but
patterns became indispensable:-• “Every pattern we define must be
formulated in the form of a rule which establishes a relationship between a context, a system of forces which arises in that context, and a configuration, which allows these forces to resolve themselves in that context.” The Timeless Way of Building (C. Alexander, 1979)
Web Services for Personal Development
ePortfolio
Assessment Results & comments
Assessment Service
PrivateLearner
Reflections
Pathway Information Service
USE CASE 1: - Personal Development Webservices
Learner Goals
1. Assessment Results & comments
Personal Development Domain Service2. Notify result
3.Goals
4. Private Reflection
6. Reflection withaccess permission
Notify Learner
Develop presentation
Assemble relevant
materials
PresentationalLearner
Reflections
Reflect
• Each Web Service could be used in other domains
• The same orchestration could be used for PD in different contexts
• The lower the level of the attainment the the greater the granularity
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.
8.
9.
1.
2.
3.
4.
College Repository
University Repository
Exam Board Repository
UCAS APPLY
Thin ePortfolio• Current eP systems are
specialised VLEs• But at most, VLEs have a 5
year future• This model reduces costs &
provides for easy entry to the market for vendors and open source developers
• It provides migration to an open Web 2.0 world for eP
• and the achievement of true “personal learning space”
ePortfolio
Assessment Results & comments
Learner Reflections
Dialogues
LearningPlans
Learner Goals
Assessment Service
Personal Development Service
Pathway Information Service
IAG planning Service
7.
10.
8.
9.
1.
2.
3.
4.
College Repository
University Repository
Exam Board Repository
UCAS APPLY
eP RM UCAS APPLY
Student Personal ePortfolio
Reference
Applicant
Course Entry Profile
Presentational ePortfolio
Course entry requirement
Course entry requirement
Assertion
Testimonial
Activity Evidence
Admissions OfficerEvaluation
RefereeQualifications
MOSAIC data
School data
Assertion Activity
Message1
ePortfolio
Scenario A Phase 3cFeedback: Application to University at age 19
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
• Colleges need better feedback in order to improve the support they provide to applicants
• Universities also need analytic data to assess how effective recruitment is
• and adapt to students in order to enhance retention
• Govt needs the same data to assess the effectiveness of reformed admission processes.
eFramework: Types of Service