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