Defining ePortfolio in Europe

1
Defining e-Portfolio in Europe
This is the first of a series of presentations of
e-Portfolios at major European events. It
presents an outline of a European definition of
e-Portfolio for consultation.

• Further presentations will -
• seek to gather more information about practice in
  schools
• gather information about practice in Careers
  Services and employment
• propose a strategy for implementation (at EDUCA)

These materials will inform a European White
Paper on e-Portfolios to be published in 2005.
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Defining e-Portfolio in Europe
How can you contribute?

• Submit a scenario of your actual or intended use
  of e-Portfolio to -http//www.eun.org/eun.org2/e
  un/en/About_eschoolnet/content.cfm?ov33518lange
  n
• Submit a personal perspective on a national or
  regional development of e-Portfolio to
  p.r.jones_at_adm.leeds.ac.uk
• Complete the survey of your personal use of an
  e-Portfolio provided by EIfEL http//www.qwiki.in
  fo/projects/Europortfolio/surveys/eps1
• If you offer a software product, participate in
  an international review by contacting
  b-h.richardson_at_ntlworld.com

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A US Definition of e-Portfolio

• a collection of authentic and diverse evidence,
  drawn from a larger archive
• represents what a person or an organization has
  learned over time, on which the person or
  organization has reflected
• designed for presentation to one or more
  audiences for a particular rhetorical purpose

(EDUCAUSE)
The emphasis is on the external purpose -
presentation.
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Europe, extending US practice

• The Netherlands extended the use of e-portfolios
  for self-reflection
• There is very similar personal development
  planning (PDP) practice in the UK -
• a supported process by which an individual
  develops the ability to understand how and what
  he is learning, to set himself challenging but
  realistic goals, and to plan and monitor his
  progress toward them.
• This structured process increases the
  opportunities open to the individual and develops
  the skills and flexibility required for a modern
  economy.

The emphasis in the US definition is on the
external presentation. Here, there is an equal
emphasis on the internal processes developing
the ability of the learner leading to the
presentation.
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Europe, extending US practice

• At European level, Lifelong Learning is seen as
  essential to the Lisbon Process.
• The Europass instruments will provide key parts
  of a lifelong learner record and an essential
  component of e-portfolio.
• There are UK pilots of an e-portfolio to support
  a learner moving from school to college, to
  university and into work.
• A government priority is to ensure that
  initiatives of this kind are available to all
  sections of society.
• There is significant investment at Commission and
  National level in a framework that can make
  Lifelong e-Portfolios a practical reality.

In the US there are no co-ordinated federal
policies to develop e-portfolios above the level
of individual states.
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Distinctive European Requirements

• Lifelong Learning Here, e-Portfolios supporting
  separate episodes of education and employment
  must be able to join up to provide a learner with
  an e-Portfolio throughout life.
• Mobility of Labour across national boundaries
  requires e-Portfolios used in one member state to
  join up with the e-Portfolio a worker uses in
  another.
• Multilinguality Workers should be able to use
  their native language in their Personal
  e-Portfolio even though they increasingly use
  other languages for presenting themselves in
  education and the workplace.

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Defining e-Portfolio in Europe
In Europe e-Porfolio tools and services are
needed to -

• Help learners develop their e-portfolios (e.g.
  skills checkers)
• To present e-Portfolios what has been learned
• To join up separate e-portfolios to support
  transitions between education and employment and
  create an e-Portfolio for Lifelong Learning
• For multilinguality

These tools and services should be taken into
account in a European definition of e-portfolio
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Defining e-Portfolio in Europe
The following propositions are offered to inform
discussion -

• US definitions of e-Portfolio do not take account
  of e-Portfolio tools and services. The active
  services and tools that a learner uses in
  conjunction with the e-Portfolio to review, plan
  and present his development should be included in
  the European definition of e-Portfolio.
• In this way the use of an e-Portfolio can
  increase the opportunities open to any citizen
  and help meet the need of the European economy
  for a highly skilled and flexible workforce.
• National governments and the European Commission
  have an important role to play in promoting the
  use of e-Portfolio throughout society.

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Defining Scenarios of the use of e-Portfolios in
Europe
I will not cover some of the other issues in
my paper here -

• Supertypes and Types of e-Portfolio
• Methodologies for defining e-Portfolio.

There, I identify a key question for
discussion What functions should an
e-Portfolio support for all the stakeholders?
Here I will look at one particular way of
defining the needs of Stakeholders and the types
of e-Portfolio -
The use of an e-portfolio within a scenario
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A map of UK e-Portfolio Scenarios
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Application to employment after 1st Cycle Pre
conditions
Scenario C Use Case 2
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Application to employment after 1st Cycle Pre
conditions
Scenario C Use Case 2
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Application to employment after 1st Cycle Pre
conditions
Scenario C Use Case 2
14
Application to employment after 1st Cycle Pre
conditions
Scenario C Use Case 2
15
Application to employment after 1st Cycle Pre
conditions
Scenario C Use Case 2
16
Application to employment after 1st Cycle Pre
conditions
Scenario C Use Case 2
17
1. I, the applicant, provide a key for the
expert agent to call specified resources
Scenario C Use Case 2
18
2. The agent calls and assesses the hard
. evidence
Scenario C Use Case 2
19
3. The agent makes a recommendation to the
Recruiter.
Scenario C Use Case 2
20
4. The recruiter shortlists the applicant and the
agent calls further soft resources
Scenario C Use Case 2
21
5. The recruiter receives customised information
through a an expert tool and assesses against the
job specification.
Scenario C Use Case 2
22
6. There is a weakness linguistic ability. 7.
The expert agent fetches the School Transcript
8. The recruiter carries out a detailed
assessment.
Scenario C Use Case 2
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Postconditions - The applicant is offered a
probationary job subject to improving his
linguistic skills
Scenario C Use Case 2
24
Preconditions - for next use caseInduction to
employment current position
Scenario C Use Case 3
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Preconditions - for induction to employmentWith
e-portfolio
Scenario C Use Case 3
26
Preconditions - for induction to
employmente-portfolio staff review and training
Scenario C Use Case 3
27
Preconditions - for induction to employmentWhat
does the worker want?
Provided by my Union?
Scenario C Use Case 3
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A map of UK e-Portfolio Scenarios
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Defining e-Portfolio in Europe
How can you contribute?

• Submit a scenario of your actual or intended use
  of e-Portfolio to -http//www.eun.org/eun.org2/e
  un/en/About_eschoolnet/content.cfm?ov33518lange
  n
• Submit a personal perspective on a national or
  regional development of e-Portfolio to
  p.r.jones_at_adm.leeds.ac.uk
• Complete the survey of your personal use of an
  e-Portfolio provided by EIfEL http//www.qwiki.in
  fo/projects/Europortfolio/surveys/eps1
• If you offer a software product, participate in
  an international review by contacting
  b-h.richardson_at_ntlworld.com