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2 Information
3 Architectures
4 Mapping
5 Transforming
6 Transferring
7 Feedback
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Towards interoperability of learner information: PDP, e-portfolio, transcript

Diverse practice! Shared
- mutual recognition -
representation.

There are increasing numbers of computer, or ICT, systems which interact with learners to support their Personal Development Planning (PDP), or relatedly, to help manage their e-portfolios. Many of these, in the UK at least, can be investigated through the PDP survey here on the CETIS servers. They store more or less information relevant to learners' skills, experiences, learning and personal development. Up to the time of writing, the emphasis in the design of such systems has been on their supporting the individual learner, rather than their working together with other systems.

However, such systems could indeed be designed to work with other related systems - parts of a Managed Learning Environment (MLE), such as e-learning systems - that also deal with records of learners, their learning activities, and the outcomes of those activities. They could also be designed to be able to pass on learner information to other such interoperable systems, at the behest of the learner, whether or not there is any PDP content in those systems. This would mean that learners could re-use their information in many ways, rather than having to enter it again on every separate system. Where the information is owned by an educational institution or other body rather than by the learner, that institution could take the same approach to pass information about learners around or between MLEs.

JISC has done much work on MLEs. They have a home page for MLEs and a page on strategic activities in the field.

Because there is so much diverse practice around this area, even within UK HE and FE, integrating PDP or e-portfolio systems with other components of an MLE, for education, or other components of a corporate HR or ERP system, is a challenging task. This sub-site guides those interested in interoperable systems towards making key strategic decisions in these areas. A list of the sections follows now.

The purposes of the designed systems

There are several reasonable purposes which parts of an MLE can be designed to fulfill. Each purpose will involve its own information, and that will form the basis for designing interoperability into the systems. Particular focus is needed on the purposes of the learner.

The learner information which can be gathered and used

Information which might potentially be used might be found in several places including: on paper; in student record systems; in PDP systems; in e-portfolio systems; in library systems; and kept by departments. Its storage and transfer needs to take into account natural ownership; intellectual property including copyright; and data protection.

The systems architectures that are likely to be involved

Two general architecture types are considered here: firstly where learner information is transferred as a whole when the learner transfers affiliation; and secondly when several systems share in the support of the learner and in the use of the learner information over the same period.

Mapping the information to the specifications

The mapping of 'soft' information onto a specification may not be obvious, and requires a good understanding of the specification.

Transforming the information between the database and standard representations

This can be implemented either in-house, which can be labour-intensive, or with the help of tools and services, which have monetary costs.

Transferring the information between interoperating systems

The principles of doing this are clear. JISC is funding work on one particular implementation, the ioNodes architecture.

Feedback from attempted interoperation

Such a complex challenge demands a careful analysis of and response to any problems and imperfections that arise in practice.

The remainder of this page deals with route maps and general points.

If we already know just what systems we want to interoperate, and how?

In this case, starting with the information section may afford a useful review, and from there one can go on to mapping, transforming and transferring. the information. But just because one is using established technical systems does not guarantee problem-free operation. For this reason, attention to feedback systems will still be important.

What if we are only dealing with transcript information?

In this case many challenges will not arise, and the focus can be on the technical sections of architectures, mapping, transformation and transfer.

Legal disclaimer

We are not lawyers. Therefore, though there is some discussion of legal considerations such as the Data Protection Act 1998, nothing on this site constitutes legal advice, and the reader should consult a lawyer in every case where there are legal implications or consequences, and should not rely on any opinion expressed here.

If you are a members of one of the JISC MLEs for Lifelong Learning projects, we are here to support you. For general and non-technical matters, please contact the Centre for Recording Achievement. For technical questions you may contact Simon Grant directly.

Please also send suggestions for additions or improvements to this page or site to Simon Grant.

Revised 2005-03-21 12:44:29