Reconnaissance en situation professionnelle : Discussion sur le transfert des pratiques du ePortfolio des enseignants entre le lieu d’apprentissage et milieu professionnel et en en quoi les OpenBadges permettent d’améliorer cela. Dans ma thèse sur le transfert des pratiques de l’ePortfolio de la formation des enseignants du secondaire supérieur à leur place de travail, j’ai interrogé des enseignants, leurs répondants dans leurs lycées, ainsi que les formateurs qui’ils ont eus durant leur période de formation d’enseignant. Le but de ma recherche était de développer un modèle pour comprendre si / quelles pratiques du ePortfolio étaient transférées du lieu de formation au milieu professionnel. Mon modèle basé sur la théorie de l’activité aussi appelée triangle d’Engeström, montre que l’élément principal qui conduit à la décision de continuer ou d’arrêter le développement de pratiques liées à l’ePortfolio est la reconnaissance de soi et de ses aptitudes professionnelles par les pairs. Durant mon exposé, je vais présenter brièvement mon modèle et quelques éléments de l’analyse de mes données ; je montrerais aussi comment les participants perçoivent les badges ouverts et les communautés de pratiques, développées notamment par Wenger, comme des incitations à continuer et développer les pratiques liées au ePortfolio. ------------------------------------------------- Professional recognition: Discussion on the transfer of ePortfolio practices from teacher training to the workplace and how OpenBadges can foster it. In my thesis, 'ePortolios from teacher training to the workplace', I interviewed teachers, their supervisors at their current workplace, and their former tutors at their teacher training college. The aim of my research was to develop a model to understand whether and how ePortfolio practices were transferred from training to the workplace. Based on Engeström's Activity Theory triangle, my model identified that personal and professional recognition by peers was a key driver in the decision to continue or abandon such practices. During my talk I will present my model and some of my findings and show how participants perceive OpenBadges and Wenger’s Community of Practice (CoP) as incentives for continuing and developing ePortfolio practices.

1. Transfer of eP practice from teacher
training to the workplace and how
OpenBadges could foster it
Dominique-Alain Jan (The Open University | UK)
ePIC 2018 – 24-26 October 2018

2. https://www.youtube.com/watch?v=1MCa4d00OLQ&list=RD1MCa4d00OLQ&index=1

3. Time table
• 2013
• Master of Art of Online and Distance Education (Open)
• 2013
• Start of of research project at ePIC
• 2013-2016
• Face to face Interview of 45 participants
• January 2018
• Viva voce
• October 2018
• Sir John Daniel Award for Education and Language studies
for dedication and outstanding achievement in postgraduate studies
• Fall 2018
• Publication

4. Methodology
Case study – Semi structured interview – Access to eP artefacts
Teachers
Educators Supervisors

5. « we may broadening research on ePortfolio practice to
actors other than students or faculty »
(Singh and Ritzhaupt, 2006)

6. Interactions between the groups of participants,
based on Singh and Ritzhaupt, (2006)

7. Austria
France
Tunisa
The UK
Switzerland Australia
New-Zealand
Germany

8. ePortfolio practices
(4) Share
Share with “others“ (peers,
tutors, public, supervisors) for
comment
(3) Present
Present level of attainment
combining reflection and
elements of proof.
(1) Collect
Collect elements of proof of
learning, personal attainment,
formal and infomal skills
(2) Reflect
Record personal reflection on
learning. Give sense to
collected artefact proving
self-achivement.

9. ePortfolio practices
eP practice is dynamic process
[5] PDP after one
year at the work
place
[3] Job hunting
[1] Showcase for a
summer job
[4] Mid course
view of personal
learning outcomes
[2] End of course
assessment
eP practice
eP practice
eP practice
eP practice
eP artefacts eP artefacts
[1] to [5] exemples of ePortfolios with different goals

10. Transfer of eP as a product?
• Educators and/or trainee teachers are not aware that such possibility
exists
• eP management system does not offer such feature
• eP management system does not use a standard format to export and
then reimport eP information (e.g. Leap2a)
• Trainee teachers think that what is made for assessing their skills has
to be left in the institution
• Institutions have no policies for trainee teachers to continue with
their ePortfolio after graduation

11. Transfer of eP as a product?
• Although, Jafari (2004) suggests that ‘sticky’ ePortfolio services
offered by institutions could generate financial benefits
• Heutte et al. (2012) also point out the strategic importance of keeping
a grip on graduates with a ‘sticky’ ePortfolio service
• teachers and institutions have interests in and expectations of the continuity
of ePortfolio practice in the workplace
• Ravet (2005) claim that these expectations are not always exclusively
pragmatic, and may also be influenced by more altruistic notions of
the benefits such practices can bring

13. Tool
Subject Object
(ePortfolio management system)
(trainee teachers)
Rules
(ePortfolio training
documentation,
recommendations)
Community
(communication with
peers, educators,
facilitators, mentors)
(ePortfolio practice)
Division of labour
(supporting,
teaching, learning,
assessing)
Tool
ObjectSubject
Division of labourCommunityRules
(ePortfolio management system,
personal learning environment)
(ePortfolio practice)
(teaching, controlling,
supervising,
supporting)
(communication with
peers, supervisors,
mentors)
(professional teachers)
(school laws,
regulations, TQS)
Behavioural
Intention to Use
ePortfolio
Attitude Toward
Using ePortfolio
Perceived
Usefulness of
ePortfolio (PU)
Perceived Ease
of Use of
ePortfolio (PEU)
ePortfolio
Design
Outcome
Maintenance and
development of ePortfolio
practice
Outcome
Internal variables External variables
Transferred
ePortfolio
practices

14. Subject Object
Rules Community Division of labour
ToolTool
Subject Object
Rules Community Division of labour
Tool
Subject Object
Rules Community Division of labour

15. Subject Object
Rules Community Division of labour
Tool
Tool
Subject Object
Rules Community Division of labour
Tool
Subject Object
Rules Community Division of labour

16. Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies

17. Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies

18. Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies

19. Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies

20. Interactions between the groups of participants,
based on Singh and Ritzhaupt, (2006)

21. ‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)

22. ‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)

23. ‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
FoC 1
Zone of Proximal
Development
FoC 3
Reification
FoC 2
Community of
Practice (CoP)
FoC 4
Negotiation of
meaning

24. ‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
FoC 1
Zone of Proximal
Development
FoC 3
Reification
FoC 2
Community of
Practice (CoP)
FoC 4
Negotiation of
meaning

25. « Convergence » principle
Digital identities
Personal Learning
Environment (PLE)
(Manage)
Social Networks
(Connect & Share)
ePortfolio (Collect,
Select, Reflect,
Present, Share)
Open Badges
Socio-historic approach of
the digital identities
Based on Ittelson, J. C. (2001) ‘Building an E-dentity for Each
Student’, Educause Quarterly, 24(4), pp. 43–45
And
Jan, D.-A. (2016) ‘Bridging Open Badges and ePortfolio in a PDP
ecology’, One step further, Education.

26. ePortfolio practices
eP practice is dynamic process
[5] PDP after one
year at the work
place
[3] Job hunting
[1] Showcase for a
summer job
[4] Mid course
view of personal
learning outcomes
[2] End of course
assessment
eP practice
eP practice
eP practice
eP practice
eP artefacts eP artefacts
[1] to [5] exemples of ePortfolios with different goals

27. ePortfolio practices
eP practice is dynamic process
[5] PDP after one
year at the work
place
[3] Job hunting
[1] Showcase for a
summer job
[4] Mid course
view of personal
learning outcomes
[2] End of course
assessment
eP practice
eP practice
eP practice
eP practice
eP artefacts eP artefacts
[1] to [5] exemples of ePortfolios with different goals

28. Keypoints on eP transfer
• Internal and external variables impact negatively the transfer of eP as a
product
• Although teachers claim having stopped their taught eP practice evidence
show that some practice remain being used
• Teachers are ready to continue and develop their eP practice if
• They collaborate and comment on each other work / achievement
• They become part of a CoP
• The CoP has to be imposed by the institution
• Resource must be provided by the institution (time, support, tools, …)
• Formal and non formal learning, soft-skills, are valued, rewarded, promoted
(champion)
• The continuity of eP practice is fostered at the start of teacher education

29. A new ePortfolio project in nursing education
in Switzerland (2019-2023)
• Master of Art
• 2/3 f2f
• 1/3 distance
• Negotiation of meaning with the different eP stakeholders
• Building a common representation of the ‘object’ (boundary object)
“entities that can link communities together as they allow different groups to
collaborate on a common tasks” (Wenger, 1998)
• Building an ecology of badges to foster collaboration inside the CoP of learners

30. A new ePortfolio project in nursing education
in Switzerland (2019-2023)
• Openbadges
• Formal learning recognition
• Recognition and promotion of non-formal and soft skills
• Development of badges by the learners to
• badge the institutions
• badge their peers
• badge the content
• badge the tutors | educators | mentors
• CoP
• Intersection of the educator’s CoP and the learners’ CoP
• Preparation of 24 months (Pilot)

32. Dominique-Alain Jan
@dajan
djan@mac.com
http://dominiquejan.ch