ePortfolio & Open Badges Maturity Matrix

Evaluation Report

EPORTFOLIOS & OPEN BADGES MATURITY MATRIXTHE EUROPORTFOLIO / EPNET PROJECT IS FUNDED WITH SUPPORT FROM THE EUROPEAN COMMISSION.

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ePortfolio & Open Badges Maturity MatrixSupporting Open Innovation in Education

Serge Ravet

EUROPO

RTF

OLIO

ADPIOS, EUROPORTFOLIO

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Europortfolio Webinar2 July 2014

http://courses.foi.hr:9001/p/Maturity_Matrix

Etherpad notes

• 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

Background

ePortfolio Maturity MatrixSources (extract)

?ePortfolio Maturity Matrix?

ePortfolios

Products

Processes

Services

Platforms

as

ePortfolios vs Open Badges

ePortfolio Maturity Matrix vs Learning Maturity Matrix

Audience individuals vs organisations

?

Rationale

formal and informalContexts

Spaces

Components

Maturity Levels

learning, working and social

learning, technologies and their combination in ePortfolio and Open Badges

Not Yet Started, Aware, Committed, Established and Advanced

Maturity Matrix

2345

1

2Contexts

345

1 Maturity Matrix

Organised StructuredLearning

Objectives Intentional

Formal

Informal

Non-Formal

✔ ✔ ✔ ✔

✔ ✔ ✔ ✔

SpacesMaturity Matrix

2345

1LEARNING SPACE WORKING SPACE

SOCIAL SPACE

Formal

Informal

Policy, Arts, Culture, Sports, Healthcare, Leisure

DIY

EmployeeArtistSelf-employedProfessionalUnemployedEmployer...

PupilStudentAdultLearner with special needsTeacherPrincipal...

CitizenParentChildTrade-unionistConsumer...

SchoolCollege

UniversityTraining Centre

Evening ClassStudy Groups

...

SchoolFirm

Social EnterpriseEmployment Agency

HospitalRestaurant

Shopping CentreSocial ServiceSport Centre

...

TheatreMuseum

RestaurantCivic CentreSport Centre

...

RecognitionLearning

SpaceWorking

Space

Social Space

FinancialFormal

Informal

Informal

Formal

Me

ComponentsMaturity Matrix

Learning Technologies

ePortfolio Open Badges+

2345

1

Maturity LevelsMaturity Matrix

2345

1

2345

1 Not Yet StartedAwareCommittedEstablishedAdvanced

Evaluation Report


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Evaluation Report


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TABLE OF CONTENTSLearning 5

Assessment 7

People-Teaching Staff 9

People-Learners 10

Technologies 11

ePortfolios 13

ePortfolios — Technologies 16

Open Badges 18

Europortfolio Maturity Matrix

page 4

TABLE OF CONTENTSLearning 5

Assessment 7

People-Teaching Staff 9

People-Learners 10

Technologies 11

ePortfolios 13

ePortfolios — Technologies 16

Open Badges 18


page 4

LearningNot 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 definition and review of the learning outcomes within and across disciplines.

Reflective learning and practice

Reflective learning and practice is restricted to individual limited to a set / courses

Some organisational processes have been redesigned to require reflective practice: reflective practice is promoted by senior staff with influence

Reflective practice is a normal part of the organisation’s processes for all staff

Reflective 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.


page 5

LearningNot 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 definition and review of the learning outcomes within and across disciplines.

Reflective learning and practice

Reflective learning and practice is restricted to individual limited to a set / courses

Some organisational processes have been redesigned to require reflective practice: reflective practice is promoted by senior staff with influence

Reflective practice is a normal part of the organisation’s processes for all staff

Reflective 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.


page 5

AssessmentNot 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 reflection 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 reflection 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 community


page 7

AssessmentNot 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 reflection 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 reflection 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 community


page 7

People-Teaching StaffNot Yet Aware Committed Established Advanced

ICT skills

A few staff are ICT familiar/ competent and the ICT coordinator or technician is ICT fluent.

Some staff are ICT familiar/ competent and the ICT coordinator or technician is ICT fluent.

The majority of staff are ICT familiar/competent with key staff ICT fluent, including teaching assistants.

The majority of staff are ICT fluent.

Techno-literacy

The level of techno-literacy of staff in general is limited to the use of pre-configured systems and institutionally-provided software

Some individuals have the level of techno-literacy needed to allow them to make informed choices related to their specific needs

A significant number of individuals have the level of techno-literacy needed to allow them to choose and configure learning technologies to meet their needs

There are sufficient 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 specific 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 reflected 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.


page 9

People-Teaching StaffNot Yet Aware Committed Established Advanced

ICT skills

A few staff are ICT familiar/ competent and the ICT coordinator or technician is ICT fluent.

Some staff are ICT familiar/ competent and the ICT coordinator or technician is ICT fluent.

The majority of staff are ICT familiar/competent with key staff ICT fluent, including teaching assistants.

The majority of staff are ICT fluent.

Techno-literacy

The level of techno-literacy of staff in general is limited to the use of pre-configured systems and institutionally-provided software

Some individuals have the level of techno-literacy needed to allow them to make informed choices related to their specific needs

A significant number of individuals have the level of techno-literacy needed to allow them to choose and configure learning technologies to meet their needs

There are sufficient 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


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 specific 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 reflected 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.


page 9

People-LearnersNot Yet Aware Committed Established Advanced

ICT skills Most leaners have basic ICT skills.

The institution encourages the emergence of learners as ICT leaders to take an active role in the implementation of ICT.

The learners that have been identified as ICT leaders and are actively contributing to the learning and ICT strategy of the institution.

A number of learners are contributing beyond institutional borders to support and implement ICT for learning.

Techno-literacy

The level of techno-literacy of learners in general is limited to the use of pre-configured systems and institutionally-provided software

Some individual learners have the level of techno-literacy to contribute actively to the design and implementation of an ICT strategy.

The development of techno-literacy is systematically encouraged and used to contribute to the design of the learning environment.

Learners are mainly in charge of the implementation and management of their ICT for learning environment.


Learners create some digital content in formal curriculum areas.

Learners are regular and active creators of digital content in formal curriculum areas.

Learners are regular and active creators of digital content in both formal and informal curriculum areas.

Learners are regular and active creators of content in both formal and informal curriculum areas, and make connections between their virtual spaces and multiple identities to support learning.

Seeking and providing feedback

Learners are occasionally invited to seek and provide feedback.

Learners are encouraged to actively seek and provide feedback in both formal and informal curriculum areas.

Learners are regular seekers and providers of feedback involving a range of audiences, in both formal and informal curriculum areas.

The competencies involved in the provision of feedback is recognised and celebrated by the institution.


page 10

People-LearnersNot Yet Aware Committed Established Advanced

ICT skills Most leaners have basic ICT skills.

The institution encourages the emergence of learners as ICT leaders to take an active role in the implementation of ICT.

The learners that have been identified as ICT leaders and are actively contributing to the learning and ICT strategy of the institution.

A number of learners are contributing beyond institutional borders to support and implement ICT for learning.

Techno-literacy

The level of techno-literacy of learners in general is limited to the use of pre-configured systems and institutionally-provided software

Some individual learners have the level of techno-literacy to contribute actively to the design and implementation of an ICT strategy.

The development of techno-literacy is systematically encouraged and used to contribute to the design of the learning environment.

Learners are mainly in charge of the implementation and management of their ICT for learning environment.


Learners create some digital content in formal curriculum areas.

Learners are regular and active creators of digital content in formal curriculum areas.

Learners are regular and active creators of digital content in both formal and informal curriculum areas.

Learners are regular and active creators of content in both formal and informal curriculum areas, and make connections between their virtual spaces and multiple identities to support learning.

Seeking and providing feedback

Learners are occasionally invited to seek and provide feedback.

Learners are encouraged to actively seek and provide feedback in both formal and informal curriculum areas.

Learners are regular seekers and providers of feedback involving a range of audiences, in both formal and informal curriculum areas.

The competencies involved in the provision of feedback is recognised and celebrated by the institution.


page 10

Technologies

Not Yet Aware Committed Established Advanced

ICT Policy

The lack of ICT policy has been identified as an obstacle to the efficiency of the investments in ICT for learning.

The organisation is committed to the design and implementation of an ICT policy developed through consultation of all stakeholders across the institution.

The ICT policy is regularly monitored, reviewed and evaluated in the context of the organisation's other policies, in line with the organisation's vision and goals and involving all stakeholders.

The organisation has a well-established, successful and rigorous framework for monitoring and reviewing all its strategies and policies, and the monitoring and reviewing of ICT within this framework and takes into account local, regional, sectoral and national priorities.

Privacy policy Privacy is dealt on an ad-hoc basis by individual teachers.

The organisation is committed to protect privacy through establishing policies and implementing privacy technology — e.g. privacy by design.

The institution's privacy is fully integrated in the ICT policy. The technical infrastructure is fully compliant with regulations and best practices regarding privacy.

The organisation is part of a trust infrastructure, a federation facilitating the exchange of personal data under the control of the individuals.

Innovation

ICT is mainly used to support previously established practice — e.g. use an interactive white board to deliver lectures or the Internet to deliver distance courses.

ICT is used in a number of pilot projects to challenge and transform current teaching and learning practices.

The use of ICT is primarily sought for allowing practices that would not have been possible without it — e.g. learning analytics.

Organisation's leaders are actively involved and recognised in innovation networks, beyond the institutional boundaries.

Internal connectivity There are few computers and they are located in dedicated rooms.

All learners have access to a computer or tablet when they need it, including a connection to the Internet.

All learners have a computer or a tablet to access the intranet and the Internet at anytime within the institution.


page 11

Technologies

Not Yet Aware Committed Established Advanced

ICT Policy

The lack of ICT policy has been identified as an obstacle to the efficiency of the investments in ICT for learning.

The organisation is committed to the design and implementation of an ICT policy developed through consultation of all stakeholders across the institution.

The ICT policy is regularly monitored, reviewed and evaluated in the context of the organisation's other policies, in line with the organisation's vision and goals and involving all stakeholders.

The organisation has a well-established, successful and rigorous framework for monitoring and reviewing all its strategies and policies, and the monitoring and reviewing of ICT within this framework and takes into account local, regional, sectoral and national priorities.

Privacy policy Privacy is dealt on an ad-hoc basis by individual teachers.

The organisation is committed to protect privacy through establishing policies and implementing privacy technology — e.g. privacy by design.

The institution's privacy is fully integrated in the ICT policy. The technical infrastructure is fully compliant with regulations and best practices regarding privacy.

The organisation is part of a trust infrastructure, a federation facilitating the exchange of personal data under the control of the individuals.

Innovation

ICT is mainly used to support previously established practice — e.g. use an interactive white board to deliver lectures or the Internet to deliver distance courses.

ICT is used in a number of pilot projects to challenge and transform current teaching and learning practices.

The use of ICT is primarily sought for allowing practices that would not have been possible without it — e.g. learning analytics.

Organisation's leaders are actively involved and recognised in innovation networks, beyond the institutional boundaries.

Internal connectivity There are few computers and they are located in dedicated rooms.

All learners have access to a computer or tablet when they need it, including a connection to the Internet.

All learners have a computer or a tablet to access the intranet and the Internet at anytime within the institution.


page 11

ePortfoliosNot Yet Aware Committed Established Advanced

Motivation /Ownership

The motivation for learners to create ePortfolios is mainly extrinsic, e.g. a requirement from the institution.

The institution is committed to ensuring individual ownership of ePortfolios and learners are actively involved in the decision process.

Learners are intrinsically motivated and have full ownership of their ePortfolios. This is demonstrated by the continuation of individual ePortfolios beyond the time of study within the institution.

Portfolios are a central tool for building institutional and personal constructions of individuals’ activity, achievements, life and identity.

ContentLearners have little choice over the content of the ePortfolio, which is prescribed by the institution.

The institution is committed to let learners choose and control the content of their individual ePortfolios and keep separate individual ePortfolios and institutional ePortfolios.

Learners have full control over the content of their ePortfolios, while the institution has full control over the content of the information learners need to provide for monitoring the learning process.

The information collected for / provided to the institutional ePortfolios is seamlessly collected from the content of the individual ePortfolios.

Access

Access to ePortfolios is fully under institution control and supervision. Learners do not have the choice of the tool for managing their ePortfolios.

The institution is committed to letting learners use the tools of their choice for managing their ePortfolios.

The institutional policy for individual ePortfolios is inspired from BYOD (bring your own device).

LeadershipLeaders/champions of ePortfolio practice have emerged but are not yet recognised by the institution.

Senior staff and educational leaders are committed to establishing a shared vision of ePortfolio practice and how it relates to the organisation's overall mission.

Senior staff and educational leaders can articulate a clear vision of how ePortfolio practice will develop and might transform learning and the curriculum.

Senior staff and educational leaders contribute to the overall ePortfolio vision and strategy at local, regional and national levels.


page 13

ePortfoliosNot Yet Aware Committed Established Advanced


The motivation for learners to create ePortfolios is mainly extrinsic, e.g. a requirement from the institution.

The institution is committed to ensuring individual ownership of ePortfolios and learners are actively involved in the decision process.

Learners are intrinsically motivated and have full ownership of their ePortfolios. This is demonstrated by the continuation of individual ePortfolios beyond the time of study within the institution.

Portfolios are a central tool for building institutional and personal constructions of individuals’ activity, achievements, life and identity.

ContentLearners have little choice over the content of the ePortfolio, which is prescribed by the institution.

The institution is committed to let learners choose and control the content of their individual ePortfolios and keep separate individual ePortfolios and institutional ePortfolios.

Learners have full control over the content of their ePortfolios, while the institution has full control over the content of the information learners need to provide for monitoring the learning process.

The information collected for / provided to the institutional ePortfolios is seamlessly collected from the content of the individual ePortfolios.

Access

Access to ePortfolios is fully under institution control and supervision. Learners do not have the choice of the tool for managing their ePortfolios.

The institution is committed to letting learners use the tools of their choice for managing their ePortfolios.

The institutional policy for individual ePortfolios is inspired from BYOD (bring your own device).

LeadershipLeaders/champions of ePortfolio practice have emerged but are not yet recognised by the institution.

Senior staff and educational leaders are committed to establishing a shared vision of ePortfolio practice and how it relates to the organisation's overall mission.

Senior staff and educational leaders can articulate a clear vision of how ePortfolio practice will develop and might transform learning and the curriculum.

Senior staff and educational leaders contribute to the overall ePortfolio vision and strategy at local, regional and national levels.


page 13

ePortfolios — TechnologiesNot Yet Aware Committed Established Advanced

Usability

The interface of the tools used to support ePortfolios processes are reasonably well designed and easy to use. Tools are documented with tutorials and online help.

There is a consistent interface between the different tools used to create and exploit ePortfolios (e.g. between a LMS and an ePMS).

The lessons learned from using tools is used to feed-back the design, selection and integration of the tools used to support ePortfolio processes.

Integration

Technologies to support ePortfolio practice are fragmented across multiple tools and are not connected to the current information system architecture

There are clear plans to integrate ePortfolios within the institutional information system to allow seamless flow of information from/to ePortfolios.

ePortfolios are fully integrated in the information system. The centre of gravity of the information system has moved from the institution to the individual.

The ICT infrastructure is person / identity centric and extends beyond organisational boundaries -e.g. clients, suppliers, professional bodies, regulatory and awarding bodies.

Management

Individual ePortfolio infrastructure is managed by the institution for the learners. There is no clear distinction between individual and institutional ePortfolios

Individual ePortfolio infrastructure is managed by the institution with the learners.

Individual ePortfolio infrastructure is fully managed by the learners.

Individual / institutional ePortfolios

revise

There is an ePortfolio Management System (ePMS) but it is not integrated in the information system. Personal ePortfolios must be created within the ePMS.

The organisation is committed to let learners choose their own tools to manage their personal ePortfolios. The ePMS is used to support organisational processes such as assessment, accreditation, etc. using data from individual ePortfolios.

The ePMS leaves learners free to choose their own environment for their personal ePortfolio — BYOD (bring your own device) applied to ePortfolios. The interaction between individual ePortfolios and the ePMS is seamless.

The ePMS interacts seamlessly with external information systems and learners can bring their own ePortfolios across multiple learning environments and institutions


page 16

ePortfolios — TechnologiesNot Yet Aware Committed Established Advanced

Usability

The interface of the tools used to support ePortfolios processes are reasonably well designed and easy to use. Tools are documented with tutorials and online help.

There is a consistent interface between the different tools used to create and exploit ePortfolios (e.g. between a LMS and an ePMS).

The lessons learned from using tools is used to feed-back the design, selection and integration of the tools used to support ePortfolio processes.

Integration

Technologies to support ePortfolio practice are fragmented across multiple tools and are not connected to the current information system architecture

There are clear plans to integrate ePortfolios within the institutional information system to allow seamless flow of information from/to ePortfolios.

ePortfolios are fully integrated in the information system. The centre of gravity of the information system has moved from the institution to the individual.

The ICT infrastructure is person / identity centric and extends beyond organisational boundaries -e.g. clients, suppliers, professional bodies, regulatory and awarding bodies.

Management

Individual ePortfolio infrastructure is managed by the institution for the learners. There is no clear distinction between individual and institutional ePortfolios

Individual ePortfolio infrastructure is managed by the institution with the learners.

Individual ePortfolio infrastructure is fully managed by the learners.

Individual / institutional ePortfolios

revise

There is an ePortfolio Management System (ePMS) but it is not integrated in the information system. Personal ePortfolios must be created within the ePMS.

The organisation is committed to let learners choose their own tools to manage their personal ePortfolios. The ePMS is used to support organisational processes such as assessment, accreditation, etc. using data from individual ePortfolios.

The ePMS leaves learners free to choose their own environment for their personal ePortfolio — BYOD (bring your own device) applied to ePortfolios. The interaction between individual ePortfolios and the ePMS is seamless.

The ePMS interacts seamlessly with external information systems and learners can bring their own ePortfolios across multiple learning environments and institutions


page 16

Open BadgesNot Yet Aware Committed Established Advanced


The motivation to earn Open Badges is mainly extrinsic, e.g. to get a grade or a reward — mainly designed for the learners and awarded by the institution or a person of authority within the institution.

Learners are actively encouraged to co-design the Open Badges eco-system, including through the design and delivery of their own Badges.

All stakeholders are actively involved in the co-design of the Open Badges institutional eco-system.

All stakeholders are actively involved in the co-design of the Open Badges eco-system, beyond the institutional boundaries.

Adoption Open Badges practice is limited to a small number of innovators.

A significant number/critical mass of staff/learners are developing Open Badges practice across the curriculum.

Open Badges are embedded in the institution with the support of senior leadership and advocacy.

Learners and staff engagement almost universally positive; Open Badges used as a central tool for building both institutional and personal constructions of individuals’ activity, achievements, life and identity.

Leadership

Leaders/champions of Open Badges practice have emerged but are not yet recognised by the institution.

Senior staff and educational leaders are committed to establishing a shared vision of Open Badges practice and how it relates to the organisation's overall mission.

Senior staff and educational leaders can articulate a clear vision of how Open Badges practice will develop and might transform learning and the curriculum.

Senior staff and educational leaders contribute to the overall Open Badges vision and strategy at local, regional and national levels.

Policy

The lack of an Open Badges policy has been identified as an obstacle to the development of practices associated to Open Badges.

The institution has a clearly articulated an Open Badges policy regarding the different stakeholder groups, including staff.

Data collected from Open Badges is used as prime source to inform the organisation's policy.

Open Badges data is used as prime source of information to inform policies at local/regional/national levels — e.g. mapping the competencies of a territory.


page 18

Open BadgesNot Yet Aware Committed Established Advanced


The motivation to earn Open Badges is mainly extrinsic, e.g. to get a grade or a reward — mainly designed for the learners and awarded by the institution or a person of authority within the institution.

Learners are actively encouraged to co-design the Open Badges eco-system, including through the design and delivery of their own Badges.

All stakeholders are actively involved in the co-design of the Open Badges institutional eco-system.

All stakeholders are actively involved in the co-design of the Open Badges eco-system, beyond the institutional boundaries.

Adoption Open Badges practice is limited to a small number of innovators.

A significant number/critical mass of staff/learners are developing Open Badges practice across the curriculum.

Open Badges are embedded in the institution with the support of senior leadership and advocacy.

Learners and staff engagement almost universally positive; Open Badges used as a central tool for building both institutional and personal constructions of individuals’ activity, achievements, life and identity.

Leadership

Leaders/champions of Open Badges practice have emerged but are not yet recognised by the institution.

Senior staff and educational leaders are committed to establishing a shared vision of Open Badges practice and how it relates to the organisation's overall mission.

Senior staff and educational leaders can articulate a clear vision of how Open Badges practice will develop and might transform learning and the curriculum.

Senior staff and educational leaders contribute to the overall Open Badges vision and strategy at local, regional and national levels.

Policy

The lack of an Open Badges policy has been identified as an obstacle to the development of practices associated to Open Badges.

The institution has a clearly articulated an Open Badges policy regarding the different stakeholder groups, including staff.

Data collected from Open Badges is used as prime source to inform the organisation's policy.

Open Badges data is used as prime source of information to inform policies at local/regional/national levels — e.g. mapping the competencies of a territory.


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?http://courses.foi.hr:9001/p/Maturity_Matrix

What's next?

Action planning

Serge Ravet

EUROPO

RTF

OLIO

ADPIOS, EUROPORTFOLIO

@Szerge, learningfutures.euepforum.eu, europortfolio.org, iosf.org

Join the Europortfolio community!www.europortfolio.org

The EUROPORTFOLIO / EPNET project is funded with support from the European Commission.

Merci!Evaluation Report


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