ePortfolio & Open Badges Maturity Matrix

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The Europortfolio team presented on July 2 2014 the "ePortfolios and Open Badges Maturity Matrix". The objective was to collect feedback from practitioners and experts on a document that is aimed at helping organisations to plan and reflect on current developments and lay the foundations for the development of a review tool (self-assessment) that will be used to plan, monitor and review ePortfolios and Open Badges policies, technologies and practices. What was presented is an alpha version (draft) of the Matrix and we are looking forward to the feedback of the community to produce a beta version that will be used to build the self-assessment tool. Based on the outcomes of the self-assessment tool's exploitation, a final version of the Matrix will be produced. If you want to start contributing, the maturity matrix is accessible at: * http://bit.ly/mmpdf - a pdf to download * http://bit.ly/mmgdoc - a Google doc open for comments. Editing rights will be provided to those willing to work with us

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  • 1.Evaluation Report EPORTFOLIOS & OPEN BADGES MATURITY MATRIX THE EUROPORTFOLIO / EPNET PROJECT IS FUNDED WITH SUPPORT FROM THE EUROPEAN COMMISSION. LEARNINGINTHE21STCENTURY ePortfolio & Open Badges Maturity Matrix Supporting Open Innovation in Education Serge Ravet EUROPORTFOLIO ADPIOS, EUROPORTFOLIO This project has been funded with support from the European Commission.This publication reects the views only of the authors, and theCommission cannot be held responsible for any use which may be made of theinformation contained therein. Europortfolio Webinar 2 July 2014

2. http://courses.foi.hr:9001/p/Maturity_Matrix Etherpad notes 3. Welcome 5' participants introduce themselves Who are you?Why are you here?What are your expectations? 15' Presentation 30' Open discussion 10' Action planning What to do next? Format of the session 4. Background 5. ePortfolio Maturity Matrix Sources (extract) 6. ? ePortfolio Maturity Matrix? ePortfolios Products Processes Services Platforms as ePortfolios vs Open Badges ePortfolio Maturity Matrix vs Learning Maturity Matrix Audience individuals vs organisations ? 7. Rationale 8. formal and informal Contexts Spaces Components Maturity Levels learning, working and social learning, technologies and their combination in ePortfolio and Open Badges NotYet Started, Aware, Committed, Established and Advanced Maturity Matrix 2 3 4 5 1 9. 2 Contexts 3 4 5 1 Maturity Matrix Organised Structured Learning Objectives Intentional Formal Informal Non- Formal 10. Spaces Maturity Matrix 2 3 4 5 1 LEARNING SPACE WORKING SPACE SOCIAL SPACE Formal Informal Policy, Arts, Culture, Sports, Healthcare, Leisure DIY Employee Artist Self-employed Professional Unemployed Employer ... Pupil Student Adult Learner with special needs Teacher Principal ... Citizen Parent Child Trade-unionist Consumer ... School College University Training Centre Evening Class Study Groups ... School Firm Social Enterprise Employment Agency Hospital Restaurant Shopping Centre Social Service Sport Centre ... Theatre Museum Restaurant Civic Centre Sport Centre ... 11. Recognition Learning Space Working Space Social Space FinancialFormal Informal Informal Formal Me 12. Components Maturity Matrix Learning Technologies ePortfolio Open Badges + 2 3 4 5 1 13. Maturity Levels Maturity Matrix 2 3 4 5 1 2 3 4 5 1 NotYet Started Aware Committed Established Advanced 14. Evaluation Report EPORTFOLIOS & OPEN BADGES MATURITY MATRIX THE EUROPORTFOLIO / EPNET PROJECT IS FUNDED WITH SUPPORT FROM THE EUROPEAN COMMISSION. LEARNINGINTHE21STCENTURY Evaluation Report EPORTFOLIOS & OPEN BADGES MATURITY MATRIX THE EUROPORTFOLIO / EPNET PROJECT IS FUNDED WITH SUPPORT FROM THE EUROPEAN COMMISSION. LEARNINGINTHE21STCENTURY 15. TABLE OF CONTENTS Learning5 Assessment7 People-Teaching Staff9 People-Learners10 Technologies11 ePortfolios13 ePortfolios Technologies16 Open Badges18Europortfolio Maturity Matrixpage 4 TABLE OF CONTENTS Learning5 Assessment7 People-Teaching Staff9 People-Learners10 Technologies11 ePortfolios13 ePortfolios Technologies16 Open Badges18Europortfolio Maturity Matrixpage 4 16. Learning Not Yet Aware Committed Established Advanced Curriculum design Some members of the teaching staff do not simply apply the curriculum, but also redesign some elements within their own discipline. The organisation encouraged all teachers to work with the learners and local community to interpret the curriculum in relation to the local context. The learners and the local community are actively involved in the design of the curriculum Staff member and educational learners are actively involved in their community of practice to share their experience in curriculum design. Outcome-based learning Outcome-based learning is used in a limited number of course, or used by a limited number of teachers. Outcome-based learning is encouraged and valued by the organisation Outcome-based learning is applied systematically across all disciplines Staff member are actively involved in their community of practice to the denition and review of the learning outcomes within and across disciplines. Reective learning and practice Reective learning and practice is restricted to individual limited to a set / courses Some organisational processes have been redesigned to require reective practice: reective practice is promoted by senior staff with inuence Reective practice is a normal part of the organisations processes for all staff Reective practice is integrated within a global community of practice (e.g. professional body) and contributes to global innovation and changes Community and peer learning Community and peer learning happens within a limited number of settings. Community and peer learning happens across disciplines and heterogeneous groups. All the skills, competencies and knowledge of learners and staff is discoverable by other members of the community / organisation to encourage peer learning Peer learning happens beyond institutional boundaries within cross--institutional networks of knowledge exchange.Europortfolio Maturity Matrixpage 5 Learning Not Yet Aware Committed Established Advanced Curriculum design Some members of the teaching staff do not simply apply the curriculum, but also redesign some elements within their own discipline. The organisation encouraged all teachers to work with the learners and local community to interpret the curriculum in relation to the local context. The learners and the local community are actively involved in the design of the curriculum Staff member and educational learners are actively involved in their community of practice to share their experience in curriculum design. Outcome-based learning Outcome-based learning is used in a limited number of course, or used by a limited number of teachers. Outcome-based learning is encouraged and valued by the organisation Outcome-based learning is applied systematically across all disciplines Staff member are actively involved in their community of practice to the denition and review of the learning outcomes within and across disciplines. Reective learning and practice Reective learning and practice is restricted to individual limited to a set / courses Some organisational processes have been redesigned to require reective practice: reective practice is promoted by senior staff with inuence Reective practice is a normal part of the organisations processes for all staff Reective practice is integrated within a global community of practice (e.g. professional body) and contributes to global innovation and changes Community and peer learning Community and peer learning happens within a limited number of settings. Community and peer learning happens across disciplines and heterogeneous groups. All the skills, competencies and knowledge of learners and staff is discoverable by other members of the community / organisation to encourage peer learning Peer learning happens beyond institutional boundaries within cross--institutional networks of knowledge exchange.Europortfolio Maturity Matrixpage 5 17. Assessment Not Yet Aware Committed Established Advanced Accreditation of prior experience and learning APEL is practiced but only by a small number of staff and/or discipline. There is a policy for accreditation of prior experience and learning for admissions and advanced standing The APEL policy is systematically reviewed and improved. it is supported by senior management and educational leaders. The lessons learned through the practice of APEL are shared with the larger community, beyond the institutional boundaries. Recording and reporting progress and achievement There is a pilot scheme in one or more areas to use electronic means to record individual progress and achievement Electronic means of recording individual progress and achievement are spreading across the organisation. Systematic participation and contribution of staff in the collection of evidence, review and reection processes is changing the organisational culture Individual progress and achievements are aggregated beyond the institution's boundaries to contribute to the improvement and/or transformation of the learning environment Providing Feedback Feedback on learners' performance is clear, constructive and timely, using a variety of sources to prompt reection and further action Clear, constructive and timely feedback is recorded and the effect measured (feedback loop). Teaching staff collaborate on a regular basis to provide holistic feedback, beyond the performance in individual disciplines. The art of providing clear, constructive and timely feedback is transmitted to the learners to contribute to the improvement of teaching and learning. Authentic assessment Some individual initiatives have developed forms of assessment rooted in performance in real-life settings beyond examination under controlled conditions Organisational structures and processes have been developed to accommodate and encourage assessment of performance in real- life settings. The organisation prioritises assessment evidence from real life performance, rarely and exceptionally using controlled assessments Assessment is treated as "learning about learning" and is deeply intertwined with the learning process which is itself based on authentic learning experiences. Self and Peer Assessment Self and peer-assessment are used by some teachers. Learners are encouraged to practice self and peer-assessment. The practice of self- and peer- assessment is integrated into learning practice and is celebrated as a competency in its own right. Teachers and learners are treated equally, i.e. learners assessment of teachers are regarded as 'peer- assessment' within the learning communityEuroportfolio Maturity Matrixpage 7 Assessment Not Yet Aware Committed Established Advanced Accreditation of prior experience and learning APEL is practiced but only by a small number of staff and/or discipline. There is a policy for accreditation of prior experience and learning for admissions and advanced standing The APEL policy is systematically reviewed and improved. it is supported by senior management and educational leaders. The lessons learned through the practice of APEL are shared with the larger community, beyond the institutional boundaries. Recording and reporting progress and achievement There is a pilot scheme in one or more areas to use electronic means to record individual progress and achievement Electronic means of recording individual progress and achievement are spreading across the organisation. Systematic participation and contribution of staff in the collection of evidence, review and reection processes is changing the organisational culture Individual progress and achievements are aggregated beyond the institution's boundaries to contribute to the improvement and/or transformation of the learning environment Providing Feedback Feedback on learners' performance is clear, constructive and timely, using a variety of sources to prompt reection and further action Clear, constructive and timely feedback is recorded and the effect measured (feedback loop). Teaching staff collaborate on a regular basis to provide holistic feedback, beyond the performance in individual disciplines. The art of providing clear, constructive and timely feedback is transmitted to the learners to contribute to the improvement of teaching and learning. Authentic assessment Some individual initiatives have developed forms of assessment rooted in performance in real-life settings beyond examination under controlled conditions Organisational structures and processes have been developed to accommodate and encourage assessment of performance in real- life settings. The organisation prioritises assessment evidence from real life performance, rarely and exceptionally using controlled assessments Assessment is treated as "learning about learning" and is deeply intertwined with the learning process which is itself based on authentic learning experiences. Self and Peer Assessment Self and peer-assessment are used by some teachers. Learners are encouraged to practice self and peer-assessment. The practice of self- and peer- assessment is integrated into learning practice and is celebrated as a competency in its own right. Teachers and learners are treated equally, i.e. learners assessment of teachers are regarded as 'peer- assessment' within the learning communityEuroportfolio Maturity Matrixpage 7 18. People-Teaching Staff Not Yet Aware Committed Established Advanced ICT skills A few staff are ICT familiar/ competent and the ICT coordinator or technician is ICT uent. Some staff are ICT familiar/ competent and the ICT coordinator or technician is ICT uent. The majority of staff are ICT familiar/competent with key staff ICT uent, including teaching assistants. The majority of staff are ICT uent. Techno-literacy The level of techno-literacy of staff in general is limited to the use of pre-congured systems and institutionally-provided software Some individuals have the level of techno-literacy needed to allow them to make informed choices related to their specic needs A signicant number of individuals have the level of techno-literacy needed to allow them to choose and congure learning technologies to meet their needs There are sufcient people in appropriate positions with the level of techno-literacy required to design an integrated system approach incorporating ePortfolios, working with the other elements of the organisation's information system Digital content creation Some teachers create digital content to support learning e.g. lesson plans, learning module, etc. Teachers are regular and active creators / remixers of digital content. Teachers are regular and active creators of discipline specic as well as cross-curricular digital content. Teachers work collaboratively with teachers beyond institutional borders for the creation/remix of learning resources and for seeking peers feedback. Continuing professional Development There is a pilot scheme in one or more areas to use electronic means to plan learning and development in line with the need for competencies within the organisation. There is a central system to plan learning and development in line with the need for competencies within the organisation. The system is mainly used by the management. Empowerment of staff is limited. Evidence of learning and development, competency development planning and activities are systematically recorded, shared and reected upon by fully empowered individuals, staff and management to anticipate the needs for future development. Competency development data is benchmarked / aggregated with external stakeholders at the local, regional and/or branch level to anticipate the need for competency development and the interaction with education and training providers as well as public authorities.Europortfolio Maturity Matrixpage 9 People-Teaching Staff Not Yet Aware Committed Established Advanced ICT skills...