A Showcase of Open Source Portfolio Implementations Janice Smith, Lynn Ward, Ryuichi Matsuba, Brian...

A Showcase of Open Source Portfolio Implementations

Janice Smith, Lynn Ward, Ryuichi Matsuba, Brian Dashew, Linda L. Beith, Marc Zaldivar, Shoji Kajita,

Debbie Runshe, Jacques Raynauld

Agenda

• Overview of OSP for newcomers• Five institutional implementations (10 AM

break)• IU/IUPUI, Kumamoto, Marist, Roger Williams,

VTech• Additional considerations

• Authenticity• Reporting• XForms Standards

Two Faces of ePortfolios

Helen Barrett - http://electronicportfolios.org/balance/

Personal Learning Environment Assessment Management System

http://electronicportfolios.org/balance/

Portfolios as Personal Learning Environments

• Guide students in collecting information about themselves

• Assist students in managing their virtual identity

• Examples:

• Resumes• Professional

Portfolios• Showcase

Portfolios

Resume Portfolio

Portfolios as Assessment Management Systems

• Guide students in the creation of portfolio-worthy evidence

• Link evidence to standards, outcomes, or objectives

• Evaluate evidence using rubrics• Use reports to:

• Aggregate and analyze data• Identify representative artifacts

• Examples include:• General Education portfolios• Disciplinary Portfolios• Co-Curricular Transcripts• Graduation Portfolios

Take a look at my learning!

In Sakai, an ePortfolio can be . . .

• The complete collection of an individual’s multimedia artifacts and reflections.• This process takes place in the Resources tool.

• A specific set of artifacts and reflections to share with others• This process takes place in the Portfolios tool.• Combined with Resources, the Portfolios tool offers a Personal Learning

Environment.

• A specific collection of artifacts and reflections that represent an individual’s learning and accomplishments.• This process takes place in the Matrices tool.• Combined with Resources and Assignments, the Matrices tool offers an

Assessment Management System.

The Portfolio Tools in Sakai• Interoperable tool suite for flexible

portfolio workflows• Customized through

• User interface or XML coding• Portfolios Tool

• Primary showcase tool• Support from Resources, Forms,

and Portfolio templates• Matrices Tool

• Primary assessment tool• Support from Resources,

Assignments, Forms, Glossary, and Evaluations

• Reports Tool• Analysis, display, and export of

data

Assignments

Matrices Portfolios

FormsGlossaryPortfolio

Templates

Reports

Resources

LearningShowcase

Assessment

Resources• Available in all sites• Interacts with most

tools• Stores all file types• Enter or update data

once to use it for multiple purposes

• My Workspace folder for artifact collection

• Folders for site owners to distribute content

• Portfolio interaction folder to collect completed forms from matrices

Portfolios• Users create portfolios with portfolio

templates designed by programs and/or institutions

• Portfolio templates specify content and style and provide users with options for self-expression

• Portfolios can be shared with• One or more users• Guest users, via email

notification and password• As public URLs• As a download to the desktop

• Presentation Maker from Indiana University provides a simple portfolio template for multiple purposes

• Assessment data from a matrix can be added to a portfolio

Resume

Co-CurricularTranscript

Matrices• Used to assess student learning• Scaffolded workflows

• Rows for criteria• Columns for levels

• Click matrix cells to open workflow• Cells can be linked to

• Course assignments• Matrix cells in same site or other sites

• Cells can be set to• “Unlocked” (ready for use)• “Locked” (unavailable)

• Cells can be set to unlock as owner submits previous cell for evaluation

• Top to bottom• Left to right• As instructor deems appropriate

Assignments• Link assignments to matrix cells within or across sites

• Map course activities to programmatic learning outcomes • Link cells in one matrix to cells in another matrix

• Map program outcomes to institutional outcomes• Assignments submitted for evaluation automatically populate linked matrix

cells• Participants may or may not be required to visit the matrix for reflection and

feedback.

Forms and GlossaryCreators of matrices:• Add forms to prompt:

• Artifact collection• Documentation of

learning• Reflection• Feedback• Evaluation

• Add glossary items for:• Mouse-over short

definitions• Pop-up longer

definitions

Evaluations

• Centralized receipt of matrix cells submitted for evaluation.• Allows instructors to evaluate cells without accessing matrix.• Instructors may also access individual student matrices via drop-down

menu.• Evaluation possible with clickable, scorable evaluation rubrics.• Aggregated evaluations across sites available in My Workspace.

Reports• Allows administrators to:

• Load SQL queries via report definitions

• Define displays of report queries• Schedule reports to run

periodically• Store results for later analysis

• Customizable report definitions shared by Indiana University for• Evaluation status• Evaluation ratings• Artifact attachments

Rating Statistics for Written Communication Skills

Open Source Portfolio (OSP) Scenario

Clipper College

• Undergraduate institution with a• General education program• Visual Arts degree program

• An institution dedicated to the improvement of teaching and learning

• Using OSP for portfolio assessment and showcasing

Four interacting personas:• Brian Jeffreys

• Visual Arts undergraduate

• Grace Connolly• Visual Arts professor• Brian’s major advisor• Capstone course instructor

• Sharon Westerly• General Education professor• Skilled in using portfolios

to teach institutionallyvalued skills

• Bruce McAllister• Chair of Visual Arts Department• Encourages faculty to assemble

evidence of student learning forinstitutional and program assessment

Photo credit 1: Downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Sepia Portrait” uploaded by Vikash Sharma in 2010.Photo credit 2: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Melody 2,” Uploaded by Jesse TherrienPhoto credit 3: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Spontaneous” uploaded by Benjamin EarwickerPhoto Credit 4: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Beto Book 4” Ensaio Fotografico Beto 2008, uploaded by Beto Lima in 2010

http://www.sxc.hu/

http://www.sxc.hu/

http://www.sxc.hu/

http://www.sxc.hu/

Introduction to the Portfolio• During his first year experience, Brian:

• Collects learning artifacts in an OSP Matrix according to institutional learning outcomes.

• Uses OSP Forms in the matrix to:• Reflect on how artifacts meet learning outcomes.• Evaluate his work with rubrics for each outcome.• Receive formative feedback about his learning.

• Submits artifacts, reflections, and self-evaluation for summative evaluation in relation to each outcome.

• Professor Westerly, General Education:• Uses the portfolio tools in Sakai to:

• Provide portfolio training.• Teach a variety of institutionally valued skills.• Offer feedback and evaluation in relation to

institutional outcomes.• Prepares Brian to continually develop his portfolio

throughout four years of college.

Institutional Outcomes• Inquiry and analysis• Critical thinking• Creative thinking• Written communication• Oral communication• Reading• Quantitative literacy• Information literacy• Teamwork• Problem solving• Personal and Social Responsibility• Civic knowledge and engagement—local and global• Intercultural knowledge and competence• Ethical reasoning• Integrative and applied learning

- Adopted from the AAC&U VALUE Rubrics at http://www.aacu.org/value/

http://www.aacu.org/value/

Major Course of Study

Professor Connolly helps Brian create an assessment portfolio representing his accomplishments in Visual Arts according to disciplinary outcomes adopted by the department. 1. Creating, Performing and Participating in the Arts: Actively engage in the processes that constitute

creation and performance and participate in various roles in the visual arts.2. Knowing and Using Arts Materials and Resources: Become knowledgeable about and make use of the

materials and resources available for participation in visual arts in various roles.3. Responding to and Analyzing Works of Visual Art: Respond critically to a variety of visual arts,

connecting the individual work to other works and to other aspects of human endeavor and thought.4. Understanding the Cultural Dimensions and Contributions of the Visual Arts: Develop an understanding

of the personal and cultural forces that shape artistic communication and how the visual arts in turn shape the diverse cultures of past and present society.

Adapted from NYState Learning Standards for the Arts at Three Levels,downloaded fromhttp://www.p12.nysed.gov/ciai/arts/pub/artlearn.pdf on 3-18-2011.

Showcase and Assessment Portfolios

• In the capstone course in Visual Arts, Professor Connolly helps Brian use a portfolio template in Sakai to:• Create and refine versions of a showcase portfolio to:

• Pursue an internship.• Apply to graduate school.

• Present his assessment portfolio to a faculty panel as a final graduation requirement.

• By the time he graduates, Brian has:• Has thought deeply about his professional abilities

and career goals.• Is well prepared to present his skills and

accomplishments to future employers and graduate institutions.

Program AssessmentProfessor Bruce McAllister, Chair of Visual Arts• Organizes faculty to use Assignments and the Matrix to:

• Assemble evidence of student learning.• Show how the curriculum addresses institutional and

disciplinary learning outcomes.• Continually assess student progress in mastering these

outcomes.• Generates customized Reports to:

• Demonstrate how course assignments address learning outcomes.

• Aggregate faculty evaluation of assignments in relation to learning outcomes.

• Assemble a random sample of learning artifacts from different courses, outcomes, and levels of student mastery.

“Folio Thinking”Effective portfolio workflows ask students to:• Reflect about learning to:

• Transform information into knowledge• Follow a cycle of reflection and action that is hard-wired into

our brains• Integrate learning across disciplines to:

• Take control of learning • Identify information gaps• Apply emerging knowledge to new situations

• Interact with mentors and peers to:• Learn to be a member of professional community• Form identity by participating in multiple communities of

practice• Prepare for career trajectory rather than a single career

Successful Portfolio Implementations

• Begin with a few pilot groups and expand as demand increases.• Promote “folio thinking” with faculty and students.• Integrate portfolios into academic and student life.• Continuously motivate students and faculty to use portfolios. • Provide continuous functional leadership and technical support.

Benefits of the Sakai Portfolio Tools

• Seamless integration with Sakai• Flexibility for diverse portfolio

processes• Integration with registration system• Guidance for portfolio activities• Emphasis on assessment process, as

well as showcasing achievement• Showcase workflow via portfolios

tool and IU’s Presentation Maker • Customized reports available• Open source community ready to

share

OSP Community Resources

• OSP Community on Sakai Confluence• http://confluence.sakaiproject.org/display/OSP/P

roject+--+Portfolio• Weekly phone conference, listserv, OSP

documentation, and resources• OSP Community Library

• http://openedpractices.org• Use cases and data structures for export

• Supporting vendors like Three Canoes LLC• http://threecanoes.com• Services for Sakai/OSP implementation

http://confluence.sakaiproject.org/display/OSP/Project+--+Portfolio

http://confluence.sakaiproject.org/display/OSP/Project+--+Portfolio

http://openedpractices.org/

http://threecanoes.com/

Portfolio Implementation: Marist College

Brian DashewInstructional Designer

Academic Technology & eLearning

About Marist College

• Comprehensive liberal arts college

• Located in Poughkeepsie, New York

• 5700 FTE students, 200 full-time faculty, 500 part-time faculty

• Reputation as technology innovator

• Strategic plan calls for growth in distance learning

About our team

• Six FTE in Academic Technology & eLearning

• Ten CompSci graduate students• Two trained in OSP • Many do OSP testing

• Access to two developers

About our initial pilot

• Serving cohorts of 15-20 students• Early Childhood and adolescent education• Masters of education and MAT offered• Program ends with reflective portfolio

course (EPSY506)• Instructor wanted to emphasize reflection

and limit the degree of technology training required

Where we’ve been

• First: Publisher and FrontPage• Word documents to complete reflective

process• Burned final FrontPage portfolio to CD• Required design knowledge and extra time

training student to use technology• The focus was on design rather than the

reflective process

Where we’ve been II

• OSP Pilot Year 1 (and never again): Free Form• Still used word documents for reflection• Second semester: Matrix was introduced but

not linked to portfolio• Portfolio page was created in Word and

cut/pasted into the Portfolio tool

2010 Portfolio Implementation

• Developed by ThreeCanoes• Training conducted by ThreeCanoes• Requires certain pages…

• Home• About Me• Standards

• …Still allowed students to create own

Linked Matrix

• Content placed in matrix can be added in table format to a page in portfolios

• Makes process more cohesive, less administrative

• Refocuses on reflective process and reduces need for complex use of rich text editor

• Easily editable with simple XML (subtext: so simple even I can figure out)

2011 Portfolio Implementation

• Work to streamline template• Community needs analysis• Creating an easily exportable (technically and

practically)• Documentation of portfolio strategy

Summer 2011 Development

• Creating portfolio pilots using this template:• Teacher Education undergraduate• History undergraduate• Political Science undergraduate• Social Work graduate• Journalism undergraduate

Looking ahead

• Spring 2012: Reassess and validate model• Continue to work with core redesign group

and begin discussion with Honors program about cross-disciplinary portfolios

• Continue discussion of template “branding”

A Learning Portfolio with SakaiCLE/OSP2An activity of Japan Sakai Community

An Implementation using OSP in Kumamoto University

Ryuichi Matsuba, Kumamoto Univ., JapanMakoto Miyazaki, Hosei Univ., Kumamoto Univ.

Takayuki Nagai, Kumamoto Univ.

ContentsI would show 2 group efforts in Kumamoto University:

• Graduate School of Instructional Systems• Campus-Wide (trial run in 2011)

[System Development]• An automatic link between SakaiCLE/OSP2 and LMS (WebCT)• Migration of learning outcomes from the LMS to Sakai• Collection of outcomes (assignments/…) into folders named by

each task in each class • Registration of the outcomes by a competencies in a Matrix• The Kumamoto University Notification Tool• An ePortfolio with list of courses

3712th Sakai Conference – Los Angeles, California – June 14-16

Kumamoto University, JapanAbout Kumamoto area and University

12th Sakai Conference – Los Angeles, California – June 14-16 38

Kumamoto University, Japan

1,000 km from Tokyo600 km from Seoul

(Population:1.86M, 7,402 km2 ~ 85km x 85kn )

(Population: 126M)

(Population:0.67M)

Kumamoto PlacesActive volcano Mt Aso

41 / 35

Kumamoto University(Public University in Japan)

Over 250 Years Since Saishunkan and 120 Years Since Fifth High School

1756: Hosokawa Clan Medical School (Saishunkan)1887: Fifth High School1949: Kumamoto University (A New Univ. System)2004: National University Corporation

Yakumo KOIZUMI(Lafcadio Learn)

(Novelist)

Soseki NATSUME(Novelist)

Eisaku SATO(Prime Minister,

Nobel Peace Prize)

Hayato IKEDA(Prime Minister)

10,000 FTE (including 2,000 Grad.)1,000 Teaching staff members1,000 Officer and technical staff members

4 Campuses7 Undergraduate Departments8 Graduate Courses

Learning EnvironmentsAutomatically system link the LMS with Sakai/OSP


Learning Environments

• SIS: SOSEKI (homemade)• LMS (BbLS/WebCT CE6)• ePortfolio (SakaiCLE/OSP2)


To provide seamless access

SSO via CAS/uPortal2.6

Students want to check their own achievement across courses.

Graduate School of Instructional Systemshttp://www.gsis.kumamoto-u.ac.jp/en/

Introduction to


•MSc & Mphil, PhD in Instructional Systems•100% online Program started in April 2006•Training e-Learning Professionals in business and academic

fields with 4I’s: ID, IT, IM (Management) & IP (Intellectual Property)

•Enrollment: 15 students / year in their 30-40’s•All working full-time in various locations •Mature Students (30-40’s)•Working alone at home/office, but Capable of Independent

Study Minimal Faculty Support Encourage Collaborations and Learn from Each Other

•Time Management may be an issue: Mainly Asynchronous Mode

Graduate School of Instructional Systems

Competency based curriculum

• The basic motivation of our students is to get the competencies they want.

• We set 12 Core and 7 Optional competenciesacquired by taking Required and Selective courses respectively.

• The competencies are directly linked with assignments in each course.

• Students receive a competency when they pass an assignment.

11th Sakai Conference - June 15-17, 201046

GSIS independent Portal for Students: Monitoring own Progress

47

Monitoring Functions:●Assignment Due Dates: overdue, due in a week, being accepted, not yet available●Status: passed, resubmission required, grading in progress●Direct links for each of the assignments

Help for self-regulation

for active learning

10th Sakai Conference - Boston, MA, U.S.A. 48

In most of the courses• Adoption of group discussion• Encouraging peer-review and/or peer-assignments in BBS

Unit Introduction

Directions for study:

1. Read the text (PDF) and other materials (HTML/Links)

2. Answer the study questions (BBS)

3. Critique and collaborate each other (Reply in BBS)

49

An example

Course Contents on LMS (e-Learning Fundamentals)

An example

Collaborative learning with BBSAssignment （ eL fundamental)

•Report your own eLearning experience in BBS•Write your comments on the opinions of classmates

Critique & Collaborate

Comment on the

outcomeQuestion

on the outcome

Answering the

question

Report(outcome)

for assignment

Report (outcome)

for assignment

　　　　　　　 51 / 18

Purpose of Learning portfolio

Learning portfolio with SakaCLE/OSP2(refer to Washington State University)

PurposeWorkspace Showcase

• Representation of individual achievements

• Sharing of individual efforts

• Accumulation of learning outcomes

• Reflection on learning• Feedback by instructors and

classmates• Promotion of Deep learning

CompetenciesTerms

A Linkage System LMS with Sakai

OracleDatabaseO

ther

Sys

tem

s in

KU

MySQLDatabase

WebCT　 CE6PowerLinks KitAPI

Migration①② Collect outcomes from BbLS

③ Record in Sakai Resources

Collection

④Register in a cell of the MatrixOrganization

Sakai CLE/OSP2

Features

Tentative server

Sakai CLE 2.6.2Sakai-axisAPI

52

OutcomesData

① ②

OutcomesData

③③’ ④’

A file corresponding Competencies with Assignments

NewAPI

④

WebCT CE8

UI of GSIS Learning portfolio

　　　　　　　 53 / 18

Matrix based on competencies

Matrix showing individual profileTerms

Com

pete

ncie

s

NotificationTool

Notification tool

LMS

Outcomes automatically registing

•Display an update-information of the Matrix•It can offer update information about items, reflections, feedbacks, … immediately

Teachers

Submission Evaluation

Classmates

A feedback commentsPeer-Assessment

Learners

Submitting reports,a reflection

Self-Assessment

Click!

GSIS final exam•Self-check of achievement of GSIS

competencies•Submit your evaluation report with

evidences

STEP1: SelectSTEP2: Reflect

STEP3: Publish

An example of a Showcase Portfolio

- The Final Exam of the Program -

Choice of outcomes (evidence) students want to Publish

Self-check of achievement of GSIS competencies (4 points grades: radio button)

matrices forms portfolio

Input self- reviewing comments

An example of a Showcase portfolio

- The Final Exam of the Program -

The radar chart showingachievement of program competencies with four- grade evaluation

The rationale for the evaluation of the evidence

Evidence items are automatically linked files that relate to an appropriate competency

Self-introduction

Self Evaluation of a competency 3: Excellent2: Satisfactory1: Poor, unsatisfactory

CAMPUS-WIDE USEthrough a

Partial Trial Run in Autumn 2011

For the Future


Campus-Wide Use of Sakai/OSP

• Part of ongoing effort in Systemically Aligning outcome-based Bachelor’s Degree ProgramsAll of outcomes in LMS are collected in Sakai/OSPDisplay formats can be selected by students and

teachers


Project for Improvement of Bachelor Programs

Purpose:• Quality assurance through goal-based

design of undergraduate education to produce graduates with intellectual creativity and practical capability

• Grants-in-aid by the Ministry of Education in Japan government

Features of the Project

• Institution-wide curriculum reform crossing the border between general education and specialized education (major field study), aiming at learning outcomes for the degree program as a whole

60 / 14


• Intentional cultivation of generic skills and competencies, which have not been targeted in higher education despite their importance in society


• Developing an ePortfolio system, which both students and teachers use for learning and teaching and for presentational purposes, resulting in their consciousness of the linkage between the learning outcomes and the curriculum

Bachelor’s Degree Program Outcomes

• Outcome １ : Cultured minds• Outcome ２ : Development of expertise• Outcome ３ : Creativity• Outcome ４ : Implemention of knowledge• Outcome ５ : Globalization• Outcome ６ : Adaptivity of IT Skill• Outcome ７ : Liberal arts content knowledge

Applied to all courses in general education

63

Structure of Learning Outcomes (LOs) for Bachelor’s Degree Programs

Segmentation of LOs detailed items of LOs

Subject-Specific Outcomes Basic skills and knowledge for logic, concepts, methodology, and imagination

Liberal Arts Content knowledge Comprehension for culture, society, nature, and life

Foreign Language and ICT skills Talents for use of foreign language and ICT

Generic Skills (Cognitive) Numerical processing, reading, logical thinking, writing, presentation, debate

Competencies (Affective and Behavioral)

Communication, imagination, teamwork, social participation, career formation, self-regulated learning


Main Task of Campus-Wide ePortfolio

•Accumulate learning outcomes•Promote reflective learning, deep

thinking, career planning, … •Relate learning outcomes to the

curriculum for both students and instructors

Don'ts for an ePortfolio

Comments from pedagogical side:1. No flood of data.2. The data must be meaningful.3. Evidence (migrated content) is required for

presentation to employers.4. The data must be useful for students to

engage in reflective learning.5. The system should not additionally burden

academic/administrative staff.

2010/12/21 66

An ePortfolio Based on Outcomes

67

Educational philosophy of Kumamoto university.

Terms

Bachelor degree

program outcomes

Preview: Educational philosophy of Kumamoto university.

68

ePortfolio with a list of courses

TermsSubject portfolio

Grade

1st 1st2nd 2nd1st Year/semester credit

Year/semester credit

Subject name

Subject taxonomy

SubjectsOutcomes

New Development•Course data, Grades,… from SIS•Evidence (outcomes) from LMS

This Portfolio is automatically tailored to the individual!

Encouraging Reflection and Connections

• Writing Studies Course E-Portfolio• Course Matrix

Encouraging Reflection and Connections

“I’ve learned a lot about how I learn.”

Multimodal Integration for Learning

Chemistry• Personal Learning Portfolios

•Multimodal versus Handwritten Lab Notebooks

• Digital Stories of Learning Journey

Accreditation, Assessment, Showcase: Architecture

Assignment-based course/program matrices

Curriculum Assessment & Review System

Course & Personal Learning Portfolios

Program Outcomes Assessment

• Redesigned Transdisciplinary General Education Program – Fall 2011 Pilot

THE PATHWAYS PORTFOLIOVIRGINIA TECH

First Year Experiences @ VT


Overview of the Pathways to Success at Virginia Tech

• SACS Accreditation visit in May 2010• Focus on three learning outcomes to begin, taken from AAC&U VALUE rubrics

• Problem-solving• Inquiry• Integration

• 2010-2011: Five programs in three colleges, 25% of entering students (~1250)• 2011-2012: Ten programs in five colleges, 50% entering students (~2500)

• Variety of disciplines with a core of outcomes, activities• Course of study planner• Common book• ePortfolio

• But, what’s the ePortfolio for?• Assessment• Learning• Professional Development

The “Bare Bones” Pathways Portfolio

What we provide…• Matrix with three rows.• Reflection column pre-populated

with the 3 primary reflection prompt(s).

• Sites to hold matrix in way that makes most sense for the assessment of your project.

• Support documentation and materials for student and faculty users.

• All consultation to create the materials to accomplish the above.

80

What they need to do…• Align activities with matrix rows.• Plan times for activities and

reflections• Check for submission of

required assessment materials.

What they need to consider:• How much do they want to

do/students to do?• How to get students engaged in

reflection?• What else do they want to

measure and/or use ePortfolios to do?

Overview of the Pathways Portfolio: The Matrix

Students choose (“are guided to choose”) what goes here, as the term/year progresses

Students reflect, on the “big” level, about each of the FYE goals

Goals can be customized to include programmatic goals for each program. You can design your reflection prompts, also.

Overview of the Pathways Portfolio: The Presentation

• Optional• Student-centered• Program-customized

• Flexible• Sharable: Public/Private

Exemplar: Design Thinking

83

Reporting at Indiana University

Debra Dunlap Runshe, Instructional Design Consultant, Indiana University – Purdue University Indianapolis

Reports

• provide a snapshot in time of the status of participants in the portfolio process.

• provide summary statistics that can be exported and then imported into a variety of statistical packages.

• provide access to participant artifacts from a common location.

Reports Available

Matrix Rating Summary (All)

Gives summary statistics on all evaluation form ratings in each cell.

Matrix Rating Summary (Most Recent)

Gives summary statistics on the most recent evaluation form rating in each cell.

Matrix Rating Details (All)

Gives all evaluation form ratings in each cell for each participant.

Matrix Rating Details (Most Recent)

Gives the most recent evaluation form rating in each cell for each participant.

Matrix Status Summary

Gives summary statistics on the status of each cell in the matrix.

Matrix Status Detail

Gives the status of each cell in the matrix for each participant.

Matrix Link Summary

Lists the items that are linked to each cell in the matrix.


Interactive Matrix Rating Summary (ALL)

Click to see summary report

for cell



Click to return to main (matrix)

view.

Click to see detailed report for

cell



Click to return to main (matrix) view.

Click NetID to open cell in new

window.

Click to return to summary view

Displays all uploaded attachments for each cell.

Interactive Matrix Attachments Summary

Click to see summary report

for cell



Click to return to main (matrix)

view.

Click NetID to open cell in new

window.

Forms, XForms standardand Orbeon

Jacques Raynauld, FacultyHEC Montréal and MATI Montréal

Forms and XForms

• Forms are everywhere in ePortfolio and HTML and custom XML solutions are no longer sufficient or appropriate

• In our work on Sakai OAE type portfolios, we chose XForms • W3C standard (http://www.w3.org/TR/xforms11)• Based on XML• Clear separation between content (XForms Data

Model), look-and-feel (User-Interface) and processing (MVC pattern)


Forms and XForms

• Allows DOM processing using JavaScript• Strong typing• Reusable• XForms can do everything HTML Forms do

but XForms supports more dynamic Forms, conditional and with external data sources


Forms and XForms<html><head><title>Search</title></head><body> <form action="http://example.com/search" method="get"> Find <input type="text" name="q"> <input type="submit" value="Go"> </form></body></html>

<h:html xmlns:h="http://www.w3.org/1999/xhtml" xmlns="http://www.w3.org/2002/xforms"><h:head> <h:title>Search</h:title> <model> <submission action="http://example.com/search" method="get" id="s"/> </model></h:head><h:body> <h:p> <input ref="q"><label>Find</label></input> <submit submission="s"><label>Go</label></submit> </h:p></h:body></h:html>

XForms

Clear separation of the Model

and the Control

HTML Form

Orbeon• Forms manager / builder is an essential component of an

ePortfolio tool• We chose the Orbeon Tool

• Based on XForms the W3C standard• http://www.orbeon.com• LGPL license• User friendly Form Designer (Form Builder)• Easy to author complicated forms• Validation of input• XForms Server (Form Runner) with Rich REST API• XForms renderer included• Advantages to use XForms with XML databases which leverage the

REST APIs


Example



Generic code to display the results of a Xform - works for any type of Xform

A Showcase of Open Source Portfolio Implementations Janice Smith, Lynn Ward, Ryuichi Matsuba, Brian...

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