dpf-i the design of the inholland e-portfolio system: functioning and implementation marcel kemper...

DPF-IThe design of the

INHOLLAND e-portfolio system:

Functioning and implementation

Marcel Kemper

Project Manager E-Portfolio implementation

Dublin, March 31st 2005

Content of the presentation

1. The digital campus of INHOLLAND

2. The functional design of the e-portfolio

3. The implementation of the digital portfolio

ICT infrastructure :

•Equal for every location of INHOLLAND

•Always and everywhere available

•Prepared for distance learning

•And of course: One Active Directory

INHOLLAND ICT Challenge

Scale:

6 main locations, nine smaller locations, 48.000 employees and students6483 PC’s, ca. 600 laptops, 757 printers, 250 servers,users> 45.000,15 - 20.000 mutations, mailboxes > 47.500 > 1500 educational applications

Wide Area Campus Infrastructure

Analoog/ ISDN

Analoog / ISDNKabel / xDSL

Draadloos

SERVICE CENTER

LAN

Hoofdvestiging n

Et ceteraStandaard en uniform aan

Hoofdvestiging 1. LAN

Nevenvestiging n

Nevenvestiging 2

Hoofdvestiging 1

LAN

Hoofdvestiging 2

LAN

1 G

bps

1 G

bps

1 Gbps

100 Mbps

1 Gbps

Bedrijfsapplicatie Servers

Speciale Input/Output Servers

ServerServerServer

Web ServersTerminalServers Generieke Applicatie Servers

Centrale Onderwijsapplicatie servers

Centrale

opslag

WorkstationsLaptops

Dial-inServices

Internet

VPN

Draadlozetransmissi

e

Site-to-siteVPN's

S/W Distribution Servers

WANSURFnet

Via ISP

Via eigen dienst

Nevenvestiging 1

LANServerServer

WorkstationsLaptops

First draft of the digital campus

Inschrijf -sy steem

Inschrijv ing

IntakeAssessment

EVC's

Opleidings-keuze

Beroepsgerichtecompetentie-

prof ielen

POP

DPF

Vaststellen tebehalen

competenties

Beschikbareleerinhouden

Behalen v ancompetenties

Diploma

Assessment

LCMS CSCL

Competentie-prof ielen

Studiev oort-gangs-

registratie-sy steem

PAP

Leerroute-management-

sy steem

Rooster-inf ormatie

Mogelijke herziening

ELO

The intranet

TEAMsiteProject environment

NEWSsiteINHOLLAND News

EDUsite:INFO Schools

Educational content BlackboardStudy Guide

Onsite: Info Organisation

& Services

INSITE:Startpage

personalized MYsite

http://insite.inholland.nl/

MYsitePersonal

dashboard

E-portfolio integrated in the intranet

People SoftGrade view

DPFTeacher

DPFEssay

DPFproduct

STARTpageNews

STARTpageSearch

Study guideInformation

People SoftEnrolment

EDU SiteClass list

EDU SiteTimetable

Study guidePrint

EDU SiteBlackboard

The students view

ÍndividualEvidences“Essays”

General InformationFromINHOLLANDSchools

CollaborativeLearning

Learning Units

Digital Portfolio

Intra

net

Blackboard

communities

courses

Student

e-portfolio: key functionalities

Essay

Personal Document library

List of assessed essays

Teacher assessor

Objectives

-Study guidance-Professional activity

-Topics-Competences

Portfolio

MYsite Student:

Personal

dashboard

Portfolio CompetencesEssays

Fellowstudents

etc..

MYsite Docent:

Teacher:view studentsassessment

PDPPAP

Basic functionalities

On behalf of the learning process an infrastructure is needed with

different functions:

1. Storage of basic information for the student, the teacher and the

assessor.

(for instance competence descriptions, source material, timetables etc)

1. Storage of students’ products and evidence folders.

2. Medium for communication between student and teacher.

3. Presentation medium for the student for assessments.

Start page

My Site

My Portfolio

The students portfolio

Personal Development Plan

Adjusting the personal development plan

Personal Activity Plan

The objectives

Adjusting an objective

Adding an objective

An essay

Requesting to read an essay

Choosing a user from the address book

Receiving a request to read

Reading the essay

Requesting for feedback

Providing feedback on the essay

The student receives the feedback

The student manages rights

The student receives comment on the essay

de diverse commentaar op het verzoek essay te lezen

Adding an essay

Adding documents to the product library

View on tasks issued

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

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

Project organization

Project Manager

Project managerDiemen

Projec managerHaarlem

Project managerAlkmaar

Project managerRotterdam

FunctionalApplication

management

Trainers

Educational Advisor

School Management

E-portfolioCoordinator

Teachers

Project team e-portfolio implementation Schools

Evaluatie

Fasering Digitaal Portfolio Implementatie

Introductie Implementatie RealisatieVoorbereiding

On

de

rwijs

kun

dig

Be

he

er

Mig

ratie

en

Uitf

ase

rin

gT

rain

ing

Co

mm

un

ica

tie e

n P

rom

otie

Pro

ject

Ma

na

ge

me

nt

Inrichtenproject-

organisatie

AankondigenDPF

Inventarisatieandere

systemen

Voorbereidengesprekken

Schools

Trainingsplan

OpleidenTrainers

GesprekkenSchools

Trainingdocumentatie

Plan vanAanpak

Vaststellenbeheers-

eisen

Studentenhandleidingen

User training

Super UserTraining

DidactischeWorkshop

User training

Super UserTraining

DidactischeWorkshop

EvaluatieTrainingen

EvaluatieCriteria

Trainingen

Niet-eerstejaarsaccounts

Inventarisatietrainings-

aanvragen

EvaluatieDPFI

Trainenbeheerders

Netwerk DPFCoordinatoren

Ondersteuningcontent Migratie

Schermenpresentatie

Klankbord-groep

Inventarisatiefunctionele

wensen

Afloop oudecontracten

ImplementatieplannenSchools

Evaluatiecriteria

Nul metinggebruik

Inrichtingvoorgangs

rapportages

Manage-ment Info

Projectdocumentatie

ContactServicedesks

VoorbeeldPortfolio per

Scenario

Invullingcompetenties

Procedureextra

accounts

Docentenhandleidingen

Scenariotransitie

vervolgmetinggebruik

vervolgmetinggebruik

vervolgmetinggebruik

Inrichtencommunity of

practice

Ontwikkelinggebruik POP/

PAP

Werkwijzecompetenties

Tevenheids-onderzoek

Voorbeeld site

Promotie Promotie

Work packages

Implementation

In depth

training

Project-management

Implementation in two dimensions

Implementationin depth

Wideimplementation

0

1

100 %

2

3

Modal growth

scenarios

State of affairs by February 2005

3 categories

1. Schools wide implementing the system

(approximately 50% of the Schools)

2. Schools planning to start using the system from April.

(approximately 35% of the Schools)

3. Schools needing extra attention.

(approximately 15% of the Schools)

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

Example of a matrix of competences

Major Construction & EnvironmentDomein Competenties Jaar 1 Jaar 2 Jaar 3 Jaar 4

Blok 1 Blok 2 Blok 3 Blok 4 Blok 1Blok 2

Blok 3 Blok 4 Blok 1 Blok 2

Blok 3

Blok 4 Blok 1 Blok 2

Blok 3 Blok 4

Plan of advies opstellen

Niveau 1 Niveau 2 Niveau 2 Niveau 3 Niveau 3 Niveau 4

Plan of advies implementeren

Niveau 1 Niveau 2 Niveau 3 Niveau 4 Niveau 4

Toegepast onderzoeken

Niveau 1 Niveau 2 Niveau 3 Niveau 4

Projectmatig/Procesmatig werken

Niveau 1 Niveau 2 Niveau 3 Niveau 4 Niveau 4

Draagvlak creëren door interactieve planvorming Niveau 1 Niveau 2 Niveau 2 Niveau 3 Niveau 4

Communiceren

Niveau 1 Niveau 2 Niveau 2 Niveau 2/3 Niveau 3 Niveau 3 Niveau 4

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.

Essay 1Comp C

op niv 1 en CompD op niv 1

Essay 9

Essay 5Comp A, B, E, F

op niveau 2

Essay 13

Essay 4Comp A, C en D op

niv 2

Essay 12

Essay 8

Essay 14

Essay 2Comp A op niv 1en Comp B op niv

1

Essay 10

Essay 6

Essay 3Comp E en Fop niveau 2

Essay 11

Essay 7

Essay 16Essay 15

PeriodeI II III IV

Lee

r-ja

ren

CompetentieA

CompetentieC

CompetentieB

CompetentieD

Objectives Curriculum

CompetentieE

Competentie F

Solution

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.

Essay 1Comp C

op niv 1 en CompD op niv 1

Essay 9

Essay 5Comp A

op niveau 2

Essay 13

Essay 4Comp A, C en D op

niv 2

Essay 12

Essay 8

Essay 14

Essay 2Comp A op niv 1

en Comp B op niv1

Essay 10

Essay 6

Essay 3Comp E en Fop niveau 2

Essay 11

Essay 7

Essay 16Essay 15

PeriodeI II III IV

Lee

r-ja

ren

Blok 1

Blok 3

Blok 2

Blok 4

Objectives Curriculum

Blok 5

Blok 6

Arrange the objectives close to the way in which ECTS are granted to units.

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.

Further development?

1. A database of competences enables the student to add competences

to his portfolio.

2. Access to the system for external users.

3. Add Attachments to feedback.

4. Publish essays outside INHOLLAND.

5. Reporting and management tools.