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ePIC 2013 Newsflash

December 2012


ePIC 2013
8-9-10 July



Open Me! What can we learn from Open Data initiatives?

    ePIC 2013

      • 8-9-10 July 2013, London: Call for contributions for the 11th International ePortfolio & Identity Conference

      ePIC 2012 proceedings now available online

      The new issue of the International Journal of ePortfolio (IJeP), is now available online

      Partner Events

      • 30 June - 5 July 2013, Heraklion, Greece,  Summer School: TraIning teachers in competence based education
      • 29 July - 1 August, 2013: Call for proposals for the 2013 AAEEBL Annual ePortfolio Conference: The ePortfolio Field Coming of Age: Knowledge, Research and Practice


      Open Me! What can we learn from Open Data initiatives?


      Open Data, not a synonym for Free Data, is becoming inescapable, whether you are in education, business or government (think Wikileaks!). Open Data can help us to reduce costs, drive growth, boost innovation and increase revenue! In a 2011 document (Digital Agenda: Commission's Open Data Strategy, Questions & answers), the European Commission estimates at €140 billion the annual economic gains resulting from the opening of public sector information. For Gartner, a leading IT research and advisory company: Big Data makes organizations smarter, but Open Data makes them richer (source).

      Can Open Data also make us, the individuals, smarter and richer? As most of the data that makes Facebook and Google wealthier is our personal data, shouldn't we be the ones who benefit from it? Are the services provided by Facebook and Google the modern version of panem et circenses, bread and circuses to keep us, the plebeians, quiet, while monetising our personal data? Can we accept being treated as digital slaves or digital zombies?

      How can we apply the lessons learned from Open Data to personal data? How could Open Personal Data make individuals smarter and richer whilst increasing social capital and personal freedom?

      Self-monetisation is the promise offered by some of the vendors of personal data stores (PDS) and trust networks: "our framework enables partners to protect, share, and monetize personal data" advertises ID3. This business model is no different from public bodies providing 'open access' to public data... upon paying a fee... Not to mention the promise of privacy enforced by personal lockers might be based on a series of questionable assumptions: 1)  it is possible to store all our personal data in one (or more) point under one's control (most data about yourselves are and will remain in other people's heads and databases, unless one makes physical and digital lobotomy the new social norm); 2) higher and thicker walls will better protect our personal data (size only increases the challenge for hackers, while having all your data at one place makes their job easier)...

      At the other end of the spectrum from monetisation is personal data donation, such as donating blood to blood banks. The value created is social, not personal. Many different types of personal data can be donated, from healthcare data helping to inform research on the behaviour of a particular disease, to ideas shared encouraging open innovation, to personal calendars data-mined by carpool services, hotels and other service and good providers, without having to register to any of them: it is the services that comes to our data, not our data to the services. The value created, if any, comes post facto to the release of data. The beauty of donating data to all is that it will be available to the service that does not yet exist, but will be made possible by the donation. Data donation is a fuel for innovation.

      Another significant advantage of data donation is that nobody will need to hack your personal data store to steal your data. This might sound paradoxical, but Open Personal Data is probably a much more potent mechanism to insure privacy than Personal Data Stores and personal digital lockers. If you have any doubt, please have a look at Open Badges: these are pieces of open personal data that are public, trustworthy, yet anonymous. Open Badges are much more than mere information about one's skills and competencies. The Open Badge Infrastructure (OBI) could a blueprint for a global Open Personal Data infrastructure: Open Me!

      If you want to improve privacy while contributing to a wealthier and more inclusive society... make your personal data open!

      While the first 10 year cycle of ePortfolio and Identity conferences aimed at providing ePortfolio all, shouldn't the next decade be about making our personal data available to all as a means for personal and social growth? To explore this question, join us at ePIC 2013!

      We wish all of you a great holiday season!

                                                                               Serge Ravet

      * As we have learned from blood donation, using incentives may undermine the altruistic motivation and result in a lesser value for the society. In a study (The gift relationship, Titmuss 1970) the author concludes that commercialising the altruistic setting in blood donation reducedsthe number of blood donors. This has been confirmed by a number of more recent studies (link). Another encouragement for making possible the massive release of anonymous, trustworthy personal data.

        London, 8-9-10 July 2013

        ePIC 2013 Call for Contributions



        Open Badges

        International Journal of ePortfolio


        Following the rich discussions triggered by the presence of Mozilla Open Badges at ePIC 2012, the 11th ePortfolio and Identity Conference intends to explore further the concept of 'openness' in relation to the themes traditionally addressed by the conference. In particular, as ePortfolio and Open Badges are containers of personal data, what is their place in what some predict as the next big revolution: open personal data?

        Contemporary media (digital, social and mobile) is transforming the landscape of identity, education, employment, culture, technologies and politics. The centralised, top-down, mass media model on which most of our institutions are based is facing assaults from the emerging decentralised, bottom-up, networked, agile social knowledge media. While old power centres are being challenged, new ones are appearing: they are based on the systematic collection, analysis and exploitation of the mass of data produced in our daily life. And we are busily coding our actions and thoughts for Google and Facebook to monetise them. In this context, how can we create the conditions for the emancipation of individuals towards a truly open society?

        Authors are invited to address ePortfolio and identity issues in relation to:

        • open ePortfolio and open badges
        • open identity and open data
        • open learning and open educational resources
        • open assessment and open accreditation
        • open employment and open business
        • open architecture and open infrastructure

        Key conference questions, in relation to ePortfolio and identity, may include (but are not limited to):

        • How to support individual and community learning?
        • How to contribute to the identity construction process?
        • How to facilitate the recognition and accreditation learning?
        • How to support lifelong learning, orientation and employability?
        • How to support the acquisition of 21st century skills?
        • How to create an ePortfolio architecture and infrastructure?


        • Initial Education —ePortfolio from kindergarten to further and higher education
        • Employability, Organisational and Lifelong Learning —ePortfolio from employees to self-employed and entrepreneurs
        • Healthcare Education and Practice —ePortfolio from patients to healthcare professionals (special track)
        • Assessment, Accreditation and Recognition —knowledge, skills and attitudes
        • Policies  —ePortfolio and identity initiatives from a single institution to a whole country
        • Identity Construction — ePortfolio, social networks, web 2.0
        • Technologies —ePortfolio platforms, system architectures and standards
        • Open Badges — making learning and competencies visible and discoverable (special track)

        Important dates for the Call for Contributions

        11 March
        Deadline for abstracts submission
        15 April Authors notification of acceptance*
        10 June
        Deadline for the submission of draft long/short papers
        8-9-10 July
        30 August
        Deadline for final version submission
        Publication of the proceeding

        * Once accepted as presenters, authors need to register as presenter in order to be included in the programme.

        Social Networking


        ePIC 2012 proceedings now available online


        A 4-Phase-Model for the Long-Term use of ePortfolios
        Klaus Himpsl-Gutermann

        The ePIC 2012 proceedings are a testimony to the vigour and innovativeness of education and learning technology practitioners and researchers.

        The papers cover a wide a range of issues in the field of healthcare, teacher education, initial and continuing education, identity construction, social recognition and assessment. The results of 10 years of experience with ePortfolio practice were apparent in the diversity and deeply informed contributions on methods and approaches for the successful implementation of ePortfolio initiatives.

        You will find over 40 short and long papers ranging from Putting the Patient at The Heart of Physiotherapy Student Education to  A 4-Phase-Model for the Long-Term use of ePortfolios (c.f. the illustration on the right), through Eportfolios in Initial Teacher Education in Singapore to Constructing Digital Myself: Authenticity, Folio Thinking, and the Representation of Self...

        In 2012 twenty four countries were present at ePIC! We hope that the exploration of these proceedings will create the desire to join us next year.

        The ePIC 2012 proceedings are accessible at:


        The new issue of the International Journal of ePortfolio (IJeP), is now available online


        The new issue of the International Journal of ePortfolio (IJeP Volume 2, Number 2), a double-blind, peer-reviewed, open access journal, is now available online at:


        The Annual AAEEBL Survey at Two: Looking Back and Looking Ahead

        Gary Brown, Portland State University
        Helen L. Chen, Stanford University
        Aifang Gordon, Portland State University

        Instructional Articles

        Making Learning Visible with ePortfolios: Coupling the Right Pedagogy with the Right Technology

        Heidi L. Johnsen, LaGuardia Community College

        Using the ePortfolio to Complement Standardized Testing in a Healthcare Professional Program: Better Education or More Busy Work?

        Clarence Chan, LaGuardia Community College

        Developing a Model for ePortfolio Design: A Studio Approach

        Russell Carpenter, Eastern Kentucky University
        Shawn Apostel, Eastern Kentucky University
        June Overton Hyndman, Georgetown College

        The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning Within a Personal Learning Environment

        Ester Ehiyazaryan-White, University Centre Doncaster

        Assessment Articles

        Improving the Quality of Evidence-Based Writing Entries in Electronic Portfolios

        David W. Denton, Seattle Pacific University

        Class Syllabi, General Education, and ePortfolios

        Jeffrey Appling, Clemson University
        Jessica Gancar, Clemson University
        Shiree Hughes, Clemson University
        Alex Saad, Clemson University

        The current call for papers can be found at  -  IJeP employs a rolling submission process; however, authors wishing to be considered for the next issue should submit their manuscript to IJeP by December 1, 2012.


        Partner News & Events

        30 June - 5 July 2013, Heraklion, Greece, Summer School: TraIning teachers in competence based education

        The objective of the Summer School is to have a positive impact on the development of students’ transversal competences, such as creativity, collaboration, and effective communication skills by promoting the use of real world authentic learning activities and immersing participants in a unique collection of co-constructed open educational resources (OER).

        Throughout the duration of the course teachers will be handled in three different modes:
        a) as learners participating in authentic learning activities;
        b) as teachers implementing and assessing competence based/holistic approaches in their classes; and
        c) as researchers collecting, examining and interpreting data about their practice and their students’ learning.

        The Summer School is organised by Ellinogermaniki Agogi and hosted by the University of Crete, in the context of the project TRANSIt.

        More information            Summerschools' Brochure          Contact


        The ePortfolio Field Coming of Age: Knowledge, Research and Practice

        Call for proposals for the 2013 AAEEBL Annual ePortfolio Conference

        July 29 - August 1, 2013, Boston, MA, USA - Hynes Convention Center

        The 2013 Conference will feature a change in venue from the first three AAEEBL Annual Conferences. In 2013, for the first time, we will gather in the heart of Boston at the Hynes Convention Center and Sheraton Hotel. This location offers proximity to many of Boston's attractions and provides a wide array of more options in terms of lodging and dining.

        Background and Context

        AAEEBL is about learning, about deepened learning within a new paradigm. AAEEBL is also identified with eportfolios since AAEEBL sees eportfolios as a primary enabler of this new learning paradigm.

        Culturally, within the world of education, we are now experiencing a profound shift from a teacher-centered learning paradigm that emphasizes information delivery and learner receptivity to learning models that acknowledge ever-evolving knowledge structures and innovation. While a traditional classroom structure made sense when knowledge was relatively stable and when the economy was largely a production (industrial) economy, there is a need to rethink ways in which knowledge is both constructed and conveyed to learners. AAEEBL advocates for a learning culture that supports deeper and more adaptable learning. 

        Since 21st century knowledge is not static, and our economy is increasingly dependent on innovative learners who can adapt to change, individuals must become active participants in their own learning. To succeed in life, they must constantly apply what they've learned to develop novel solutions that address challenges and solve problems. It is essential that they fundamentally understand how to continue their learning and relearning throughout their lives. Therefore it is a requirement today that learners from all entry points - schools and workplaces -- acquire deeper engagement in their own learning as well as a heightened sense of responsibility for their own role as active learners preparing to constructively advance the future.

        We need learning paradigms that encourage reflection and connection-making, that lead beyond traditional factual surface-learning to deeper nuances that are relevant and meaningful to individual learners' lives, relationships and careers. AAEEBL's purpose is to advance the movement from information-delivery, teaching-centered practices to learning methodologies that promote personal and social engagement. AAEEBL works to shepherd both classroom and life-long learning transitions and emphasizes greater learner agency. AAEEBL's commitment is to deepen learning and to transform institutions with eportfolios. 

        The eportfolio community is a major global learning movement. The use of electronic portfolios, as learning spaces, is roughly in its tenth year and, in honor of this anniversary, the 2013 Annual AAEEBL Conference in Boston highlights the phrase "Coming of Age." Therefore, this CFP invites proposals about using eportfolios to encourage deeper and more learner-centered practices. Six conference tracks represent a wide array of possibilities for sharing and discussing a multiplicity of eportfolio topics from start-ups to the latest innovations:

        • Practice: Teaching and Learning with ePortfolios
        • Transitions: ePortfolios, Employability and Support of Change
        • Research and Scholarship: Evaluating and Documenting the Effectiveness of ePortfolios
        • Assessment: Using ePortfolios to Learn about Student Learning
        •  Portfolio Start-Ups: First Steps and Beyond
        • What's New? Open Learning and Alternative Credentialing for ePortfolios

        Dates to Note

        AAEEBL invites proposals for The ePortfolio Field Coming of Age: Knowledge, Research and Practice from October 18, 2012 through February 18, 2013. Proposers may expect to receive notifications of session acceptance by March 25, 2013

        Online registration is expected to open in March, 2013 -- Registration fees for the conference include an early-bird discount applicable to all registrants plus a substantial discount of $200 per person for the first three registrants from AAEEBL member institutions, up to a total discount of $600. (Wondering if your institution is a member of AAEEBL? Find out.)

        Helpful Quick Links

        Download the full CFP for the AAEEBL 2013 Annual ePortfolio Conference (PDF) -- This document contains detailed track and session format descriptions, proposal submission instructions, full explanations about session leader roles and other important conference information.

        Online Submission Form -- We are offering the proposal submission form for 2013 in a new format to streamline the proposal process. While we believe this form will be substantially easier to fill out than CFPs in previous years, we encourage you to be familiar with the full guidelines and descriptions found either at the conference landing pages or in the downloadable full CFP.

        2013 AAEEBL Annual ePortfolio Conference landing page at the AAEEBL Web site -- Visit the conference pages often for updates.

        To unsubscribe please send an email to (object and body of the message can be left blank).