Réinventer le ePortfolio avec les Open Badges ? Les outils de la reconnaissance

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<ul><li><p>Serge Ravet Open Recognition Alliance</p><p>Du ePortfolio aux </p><p>Open Badges</p><p>Lesoutilsdelareconnaissance</p></li><li><p>LESOUTILSDELARECONNAISSANCEePortfoliosetOpenBadges1</p><p>DELARECONNAISSANCEReconnaissanceformelleetinformelle 2</p><p>VERSUNESOCITAPPRENANTELepouvoirdagir 4</p><p>DELACONFIANCEEconomieducapitalhumain3</p><p>Sommaire</p></li><li><p>1994 2001 2003 2007 2011 2015 2016</p><p>3</p><p>CONTEXTE</p></li><li><p>4</p><p>ePortfolio Open BadgesOpen </p><p>Recognition</p><p>2015</p><p>2016 BolognaOpenRecognitionDeclaration</p><p>Un parcours au service de la reconnaissance</p><p>2017</p><p>CONTEXTE</p><p>TrustIdentity</p><p>InternationalOpenRecognitionDay</p></li><li><p>1</p><p>5</p><p>LES OUTILS DE LA RECONNAISSANCE</p><p>ePortfoliosetOpenBadges</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE1</p><p>Un ePortfolio est le rsultat dun processus (rflexif) au cours duquel son auteur collecte, slectionne, organise, analyse et prsente les preuves de ses expriences, ralisations et apprentissages pour lui/elle-mme ou une audience particulire.</p><p>Un Open Badge est une dclaration vrifiable et infalsifiable relative aux expriences, ralisations, comptences, engagements, valeurs ou aspirations dune personne.</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE</p><p>UNE VISION DU EPORTFOLIO</p><p>Retoursuruneprsentationde2009</p></li><li><p>Quest-ce quun ePortfolio?</p></li><li><p>Portfolio: a purposeful collection of evidence demonstrating reflective practice and/or learning</p></li><li><p>ePORTFOLIO</p><p>PO</p><p>RTFO</p><p>LIO</p></li><li><p>NatureNarratifs </p><p>Propos</p><p>Usage</p><p>DureDimension</p><p>Contenus</p><p>Processus</p><p>TechnologiesFormat</p><p>Futur</p><p>Individuel</p><p>Indpendants</p><p>Unique</p><p>Discret</p><p>Une fois</p><p>Locale</p><p>Documents</p><p>Compilation</p><p>Media</p><p>Mixed media</p><p>Sans papier</p><p>Social</p><p>Imbriqus</p><p>Multiple</p><p>Continu</p><p>Tout au long...vie</p><p>Globale</p><p>Connaissances</p><p>Agrgation</p><p>Processus</p><p>Hypermedia</p><p>Identit</p><p>PO</p><p>RTFO</p><p>LIO</p><p>ePORTFOLIO</p></li><li><p>Innovation</p><p>Employability</p><p>QualitySocial inclusion</p><p>Learning citizen</p><p>Learning </p><p>Organisation</p><p>Learning </p><p>Society</p><p>Learning Community</p><p>Lifelong learning</p><p>Ambient learning</p><p>Autonomous learning</p><p>Organisational learning</p><p>Recognition</p><p>Organisational ePortfolioIndividual ePortfolioRegional ePortfolioCommunity ePortfolio</p></li><li><p>From ePortfolio to ePortfoly</p><p>The great pleasure and feeling in my right brain is more than my left brain can find the words to tell you.</p><p>Roger Sperry 1981 Medicine Nobel prize</p></li><li><p>The ePortfolio offers the opportunity to realise H.G. Wells' vision in his essay "The Brain Organization of the Modern World":</p><p>"...a sort of mental clearing house for the mind, a depot where knowledge and ideas are received, sorted, summarized, digested, clarified and compared." </p><p>World Brain: The Idea of a Permanent World Encyclopaedia, H.G. WellsContribution to the new Encyclopdie Franaise, August1937</p></li><li><p>The University today faces the possibility of being itself transformed by the cyberspace culture generated by its computing centres and networks. Just as the printing press spelled the demise of monastic institutions and ushered in the modern university, cyberspace may dissolve the bricks and mortar campuses of today into a de-centred knowledge culture, a networked "virtual" site of intellectual exchange that renders obsolete old ivied quadrangles as well as institutional and political borders, creating something akin to H.G. Wells's vision of a World Brain.</p><p>Peter Childers &amp; Paul Delany (1994)</p><p>World Brain: The Idea of a Permanent World Encyclopaedia, H.G. WellsContribution to the new Encyclopdie Franaise, August1937</p></li><li><p>http://www.eportfolio.eu/collaboration/eportfolio-green-paper</p><p>Les questions qui drangent</p><p>Why doesn't everyone have an ePortfolio? If ePortfolios are such a wonderful thing, we should all have one, shouldnt we? Why isnt this the case? [] Put differently, what is the causal relationship? Is the underdevelopment of ePortfolios an indicator of the current underdevelopment of authentic learning and assessment, or do we seriously believe that any valuable ePortfolio practice can take place in an unauthentic, artificial learning environment? </p><p>Introductory question: Why doesn't everyone have an ePortfolio? ePortfolio and stakeholders: Who really benefits from the introduction of ePortfolios in </p><p>an organisation? Who has the real ownership? Are ePortfolios the authentic voice of the learner? Why have we not seen the emergence of community ePortfolios? ePortfolio and learning: Do we need ePortfolios to learn? Do we need ePortfolios to reflect? Are ePortfolios conducive to better learning? Do ePortfolios motivate learners? Can ePortfolios be graded? ePortfolio and technologies: Have ePortfolios reduced the asymmetry of the learning environment? Are there technologies specific to ePortfolios? Who are the main beneficiaries of ePortfolio technologies? Could ePortfolio technology be designed and managed with and by </p><p>the learners? What is an Open ePortfolio? Learning, ePortfolios and innovation: What is the actual impact of ePortfolio on learning and teaching </p><p>practice? Are ePortfolios a disruptive innovation? What innovations in ePortfolio technologies over the last 10 years? Do ePortfolios encourage innovation and creativity? Under which conditions could the introduction of ePortfolios lead to </p><p>learning innovation? ePortfolios &amp; Open Badges: Are Open Badges a nice add-on to ePortfolios or a means to reinvent </p><p>ePortfolio technology and practice?</p><p>ePortfolio Green Paper</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE17</p><p>ePortfolioMainframe</p><p>Open BadgeMicroprocesseur</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE18</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE19</p><p>ePortfolios(*) OpenBadgesInfrastructure Inexistante Rsiliente</p><p>Interoperatilit Faible Forte</p><p>Autonomie Faible Forte</p><p>Granularit Faible Forte</p><p>Affordance Faible Forte</p><p>Ouverture(interop.) Faible Forte</p><p>Lisibilit(machine) Insignifiante Forte</p><p>Vrifiabilit(machine) Inexistante Forte</p><p>Falsifiabilit Forte Nulle</p><p>(*)Outils</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE20</p><p>Openbadges</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE21</p><p>Badge = image + mtadonnes</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE22</p><p>RcepteurEmetteur</p><p>Preuves</p><p>ID-E ID-R</p><p>PrCritres Cr</p><p>Badge = image + mtadonnes</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE23</p><p>RcepteurEmetteur</p><p>PreuvesCritres</p><p>Badge = image + mtadonnes</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE24</p><p>RcepteurEmetteur</p><p>PreuvesCritres</p><p>Je te fais confiance</p><p>Badge = image + mtadonnes</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE25</p><p>RcepteurEmetteur</p><p>PreuvesCritres</p><p>Pour ceci</p><p>Badge = image + mtadonnes</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE26</p><p>RcepteurEmetteur</p><p>PreuvesCritres</p><p>grce ces Preuves</p><p>Badge = image + mtadonnes</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE27</p><p>Issuer</p><p>Confiance</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE28</p><p>Issuer Earner</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE29</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE30</p><p>Chanes de confiance</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE31</p><p>Rseaux de confiance</p></li><li><p>LES OUTILS DE LA RECONNAISSANCE32</p><p>Rseaux de confiance</p></li><li><p>2</p><p>33</p><p>DE LA RECONNAISSANCEReconnaissanceformelleetinformelle</p></li><li><p>Recommandation du Conseil de lEurope du 20 dcembre 2012 relative </p><p>DE LA RECONNAISSANCE34</p><p>Dans une perspective de dveloppement des comptences, il devrait tre possible de se former ou dacqurir une qualification ou un diplme tout ge, et de faire reconnatre ses comptences et ses savoir-faire mme lorsquils sont le fruit dexpriences non acadmiques ni formelles, que ce soit dans le cadre familial ou professionnel, loccasion dun engagement au service des autres ou dactivits sportives, de loisirs ou de voyages ltranger, etc.</p><p>la validation des acquis dapprentissage non formel et informel</p></li><li><p>DE LA RECONNAISSANCE35</p><p>la validation des acquis dapprentissage non formel et informel</p><p>reconnaissancevalidation formelle</p></li><li><p>la validation des acquis dapprentissage non formel et informel</p><p>DE LA RECONNAISSANCE36</p><p>reconnaissance</p><p>reconnaissancereconnaissance formelle</p><p>informelle ?</p></li><li><p>I</p><p>I</p><p>I</p><p>DE LA RECONNAISSANCE37</p><p>reconnaissance</p><p>formelle</p><p>informelle</p></li><li><p>Apprentissage Formel Non-Formel Informel</p><p>Intentionel Oui Oui Non</p><p>Organis Oui Oui Non</p><p>Curriculum National ou local Occasionel Non</p><p>Niveau de reconnaissance Global, national, sectoriel Local, organizationnel Communaut, pairs</p><p>Types de crdits Diplme, Certificat, Open BadgeCertificat, attestation, </p><p>Open BadgeOpen Badge, </p><p>Open Endorsement</p><p>CaractristiquesRsulte gnralement dun </p><p>nombre limit de processus, places et lieux</p><p>Rsulte gnralement dun nombre tendu de </p><p>processus, places et lieux</p><p>Rsulte gnralement de la participation aux activits </p><p>quotidiennes</p><p>Lieux Ecole, universit, centre de formation, conservatoireClub sportif, mouvement, de jeune, classe du soir...</p><p>Confrences, expositions, bibliothques, Internet, </p><p>association, foyer</p><p>Activits Etudier, rechercher, enseigner, pratiquer</p><p>Etudier, rechercher, enseigner, explorer, </p><p>pratiquer</p><p>Bricoler, conseiller, rsoudre un problme au </p><p>travail, jouer, pratique parentale et citoyenne</p></li><li><p>DE LA RECONNAISSANCE39</p><p>Reconnaissance</p></li><li><p>DE LA RECONNAISSANCE40</p><p>?quoiPar Qui</p><p>Comment Pour quoi faire</p><p>Reconnaitre</p></li><li><p>DE LA RECONNAISSANCE41</p><p>PersonnesComptences</p><p>RalisationsRussit</p><p>es</p><p>quoi</p><p>?Apprentissages AspirationsReconnaitre</p></li><li><p>DE LA RECONNAISSANCE42</p><p>Soi-mmePairs</p><p>Institutions</p><p>Clients</p><p>Par qui</p><p>?Experts</p><p>Reconnaitre</p></li><li><p>DE LA RECONNAISSANCE43</p><p>DialogueInconditionnellement</p><p>RflexionObservation</p><p>Comment</p><p>?TestsReconnaitre</p></li><li><p>DE LA RECONNAISSANCE44</p><p>Pourquoi ?Reconnaitre</p></li><li><p>Reconnaissance</p><p>DE LA RECONNAISSANCE45</p><p>Formelle</p><p>Non-Formelle</p><p>Traditionelle Non-TraditionelleBadges de comptence</p><p>Micro-CrditsSmart Badges</p><p>Badges Conversationnels</p><p>Badges auto-attribus</p><p>Endossement par les pairs</p><p>Badges Scout</p><p>(Centre sur linstitution)</p><p>(Centre sur la communaut)</p><p>Nano-Diplmes</p><p>(Dynamique/Futur)(Statique/Pass)</p><p>Badges Tremplins</p><p>Badges de rvesBadges de russites collectives</p><p>Pouvoir agir</p><p>Conformit</p><p>Inclusion</p><p>Equiper</p><p>Badges daffiliation</p></li><li><p>DE LA RECONNAISSANCE46</p><p>http://www.cma-lifelonglearning.org/video/Interview%20De%20Peretti.mp4</p><p>Interview dAndr de Peretti ralis par Anny Piau et Bernard Litard, Image et montage Claude Villereau CMA</p></li><li><p>DE LA RECONNAISSANCE47</p><p>I d e n t i t e`Reconnaissance</p><p>&amp;</p></li><li><p>DE LA RECONNAISSANCE48</p><p>Self identity is not a set of traits or observable characteristics. It is a person's own reflexive understanding of their biography. Self-identity has continuity, but that continuity is only a product of the person's reflexive beliefs about their own biography. It explains the past and is oriented towards anticipated future."</p></li><li><p>DE LA RECONNAISSANCE49</p><p>Me Self-narration MeMeMe</p><p>MeMe</p><p>"A person's own reflexive understanding of their biography" A. Giddens</p><p>ePor</p><p>tfolio</p><p>Me Me Me</p></li><li><p>DE LA RECONNAISSANCE50</p><p>Every relationship implies a definition of self by others and other by self A person's 'own' identity can never be completely abstracted from his identity-for-others. </p><p>Ronald Laing, Self and Others, 1961</p></li><li><p>DE LA RECONNAISSANCE51</p><p>If I am I, simply because I am I, and thou art thou simply because thou art thou, then I am I and thou art thou. But if I am I because thou art thou, and thou art thou because I am I, then I am not I and thou art not thou. </p><p>Rabbi Mendel of Kotskquoted in Ethos and Identity, Epstein, 1978</p></li><li><p>DE LA RECONNAISSANCE52</p><p>Lidentit nest pas seulement une procdure rflexive ou narrative, elle ne se limite pas au domaine de la reprsentation ou du rcit. Son rle le plus important est ailleurs, dans un domaine o on na gure lhabitude de le situer: les conditions de laction dans la modernit. </p><p>Jean-Claude Kaufmann, linvention de soi (p. 173)</p></li><li><p>DE LA RECONNAISSANCE53</p><p>MeSelf-narration</p><p>You</p><p>You</p><p>You</p><p>You</p><p>Narration through others</p><p>&amp;You</p><p>MeMeMe</p><p>MeMe</p><p>A person's 'own' identity can never be completely abstracted from his identity-for-others - Ronald Laing</p><p>ePor</p><p>tfolio</p><p>us</p><p>us</p><p>Usus</p></li><li><p>DE LA RECONNAISSANCE54</p><p>Holographic Identity</p></li><li><p>DE LA RECONNAISSANCE55</p><p>Holographic Identity</p></li><li><p>DE LA RECONNAISSANCE</p><p>Open Badges</p><p>Holographic Identitiespixels of </p><p>56</p></li><li><p>DE LA RECONNAISSANCE57</p><p>Distributed</p><p>Trustworthy</p><p>Complex, yet uncomplicated</p><p>Co-constructed</p><p>Connected</p><p>Resilient</p><p>Holographic Identities</p></li><li><p>3</p><p>58</p><p>DE LA CONFIANCEEconomieducapitalhumain</p></li><li><p>DE LA CONFIANCE59</p><p>3</p><p>Le capital social est dfini par lOCDE comme des rseaux associs des normes, valeurs et </p><p>comprhensions partages facilitant la coopration au sein des groupes et entre eux. </p><p>Source: OECD Insights: Human Capital</p><p>Mis ensemble, ces rseaux et comprhensions engendrent la confiance et ainsi permettent aux </p><p>personnes de travailler ensemble</p></li><li><p>DE LA CONFIANCE60</p><p>Percentage of adults trusting others (source OECD)</p><p>chapter A THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNING</p><p>A8</p><p>Education at a Glance 2014: OECD Indicators OECD 2014176</p><p>Political efficacyOn average across 20 OECD countries, the difference in the proportion of adults between high and low education reporting that they believe they have a say in government is 20 percentage points (Chart A8.5 and Table A8.4a [L]). Particularly large differences are seen in the Netherlands (27 percentage points) and Norway (33 percentage points). Across these countries, the gap in self-reported political efficacy between adults with the highest and lowest literacy proficiency is 25 percentage points, on average (Chart A8.5 and Table A8.4a [L]). A particularly large difference of 43percentage points is observed in Norway.</p><p>The differences in social outcomes between those with the highest and the lowest literacy proficiency level are generally comparable to the differences in social outcomes between those who have not attained upper secondary education and those who have attained tertiary education (Charts A8.1, A8.2, A8.3, A8.4 and A8.5, and Tables A8.1, A8.2, A8.3 andA8.4). Note that the percentage of adults scoring at the lowest and highest literacy proficiency levels are 12% and 16%, respectively (OECD, 2013b). In contrast, adults who have not attained upper secondary and those who have attained teriary education are 24% and 33%, respectively. This may imply that the relationship between educational attainment and social outcomes is stronger than the relationship between literacy proficiency and social outcomes. Similarly, OECD (2013b, p. 232) suggests that the relationship between literacy proficiency and wages is generally much stronger than the relationship between years of education and wages.</p><p>Chart A8.4. Percentage of adults reporting that they trust others, by educational attainment and literacy proficiency level (2012)</p><p>Survey of Adult Skills, 25-64 year-olds</p><p>Level 4 or 5Level 3Level 2Level 1 or below</p><p>Countries are ranked in ascending order of the proportion of people with tertiary education reporting that they trust others.Source: OECD. Table A8.3a (L). See Annex 3 for notes (www.oecd.org/edu/eag.htm).</p><p>70 7050 5030 3010 100 060 6040 4020 20% %</p><p>By literacy proficiency level By educational attainment</p><p>Below upper secondary education</p><p>Upper secondary or post-secondary non-tertiary education</p><p>Tertiary education</p><p>Slovak RepublicEstonia</p><p>ItalyCzech Republic</p><p>FranceKorea</p><p>GermanyJapan</p><p>IrelandPoland</p><p>England/N. Ireland (UK)Average</p><p>Flanders (Belgium)CanadaSpain</p><p>AustriaUnited States</p><p>AustraliaFinland</p><p>NetherlandsSwedenNorway</p><p>Denmark</p><p>1 2 http://dx.doi.org/10.1787/888933116699</p><p>chapter A THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNING</p><p>A8</p><p>Education at a Glance 2014: OECD Indicators OECD 2014176</p><p>Political efficacyOn average across 20 OECD countries, the difference in the proportion of adults between high and low education reporting that they believe they have a say in government is 20 percentage points (Chart A8.5 and Table A8.4a [L]). Particularly large differences are seen in...</p></li></ul>

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