Newsflash March-April 2013

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ePIC 2013 Newsflash

March-April 2013


ePIC 2013
8-9-10 July

Editorial: Identity Literacy — Beyond Computer Literacy

ePIC 2013

  • Initial Programme and Extended Deadline (27 May!)

  • Open Badge Track

  • 2013 Keynote Speakers

Europortfolio First General Meeting: 10 July 2013, London

Partner Events

  • 16-17 May 2013, Roma, Italy, Learning Innovations and Quality: "The Future of Digital Resources"
  • 30 June - 5 July 2013, Heraklion, Greece,  Summer School: Training teachers in competence based education
  • 29 July - 1 August, 2013, Boston, USA, 2013 AAEEBL Annual ePortfolio Conference


Identity Literacy — Beyond Computer Literacy





Open Badges

International Journal of ePortfolio



Nearly 20 years ago, in 1995, the European Computer Driving Licence (ECDL) was born with the objective of raising the level of digital literacy throughout Europe. Though undoubtedly successful, — in 2013, the I/ECDL ('I' for international) enjoys over 12 million candidates from 148 countries — is the ECDL still fit to address the needs for 21st century digital literacies or should it be superseded by another award?

When the ECDL was born, 'digital literacy' meant primarily the mastering of a personal computer, word processors and, to a lesser extent, spreadsheets and presentation tools. Since 1995, the way we interact with technologies, produce texts and graphics, connect and exploit data has changed dramatically:

  • The centre of gravity of the information systems (and computing power) has moved from the centres (corporations, institutions, etc.) to the periphery (individuals, communities, etc.) — the social /distributed/cloud computing.
  • The dialectical movement between the liberation of public data, and the reclaiming of private data — free public data from silos, free private data from 'digital slavery'.
  • The increasing place of user generated contents contributing to the data commons — the raise of Open Educational Resources, Massive Open Online Courses (MOOCs), Open Source.
  • The growing role of digital/networked technologies in the construction/expression of one's identity — the emergence of the Subject on the Internet, and the ability to create user generated contexts (beyond contents).

How should these changes affect a digital literacy curriculum? One possible approach would be to start from the current definition of the ECDL and imagine how the title of each of its 13 modules could be rewritten. This is what has been done in the table below. To give it a catchy name, the new award has been christened the International Digital Literacy Award, or IDL Award (pronounce ideal award). In addition to rewriting the titles, roles/identities have been associated to the different modules.

20th Century skills
21stcentury Literacies
(IDL Award)
Concepts of ICT
Self-concept. Managing one's identity in a complex and interconnected digital world
Using the Computer and Managing Files
Creating and exploiting a seamless personal environment across various digital technologies
Data manager / connector
Word Processing    
Multimedia processing, critically analyse media codes and conventions
Story teller
Managing, analysing, and synthesising multiple streams of data to explore problems
Data analyst
/ journalist
Using Databases    
Creating, managing, sharing and exploiting  data on the Web (Commons, Open Data) to meet a variety of purposes.
Data provider
/ miner
Building, contributing and maintaining a public image of self and others, influencing others
Web Browsing and Communication  
Contributing to a participatory cross-cultural culture, enable collective responses and social capital growth
Community activist
2D Computer-Aided Design   
Critically review and exploit contents, media and technology
Techno-literate citizen
Image Editing    
Re-purposing media taking into account a variety of cultural codes
Media producer / editor
Web Editing    
Designing, programming / hacking the web
Web architect  Webmaker
Health Information Systems Usage   
Tak responsibility for one's own ethical behaviour and that of others
Ethical citizen
IT Security    
Establishing and managing a network of trust
Social network designer
Project Planning    
Lifelong and life-wide learning and employment planning
Lifelong reflective learner, practitioner and entrepreneur

Of course, most of the associated roles/identities are generic; they are the placeholders for more 'concrete' identities such as nurse, researcher, writer, plumber, etc. Taking into account the identity dimension is essential in understanding how people engage in the use of digital technologies. We do not learn to use computers, or a hammer, independently from what it means in relation to our identities, current or projected.

To elicit the relationship between identities, technologies and literacies (and why digital identity is a misnomer), let us recall what Terry Winograd, co-director of the Stanford Human-Computer Interaction Group, said in an interview back in 1994:

The name 'human-computer interaction' is in some ways a misnomer because it focuses on the fact that you have a person using a computer. The fact that the person is trying to do something means it's really 'human-work interaction' with the computer as an intermediary. So I think for me the focus isn't on interacting with the computer, but interacting through the computer (*).

To paraphrase Terry Winograd, one could now state:

The name 'digital identity' is in some ways a misnomer because it focuses on the fact that a person is using a computer connected to the Web. The fact that identities emerge as a result of the person trying to do something on the Web means that it's really 'identity construction' with the computer and the Web as intermediaries. So I think for me the focus isn't on constructing a 'digital identity', but constructing an identity through digital technologies.

The new version of the ECDL, the IDL Award (pronounce ʌɪˈdɪəl əˈwɔːd) is really about awarding the ability to construct one's identity. 21stcentury literacies are deeply intertwined with identity literacies. The IDL award could therefore be re-interpreted as either the International Digital Literacy award or the ID Literacy award...

Assessment of these literacies will have to be addressed with different means than those used to demonstrate computer skills: while automated computer tests are now widely used to deliver the ECDL, they would be irrelevant, even antinomic, to the delivery an IDL Award. The assessment of Identity Literacies requires a holistic and systemic approach, over time and across different contexts, capturing the outcomes of community involvement. It is about one’s own identity construction as well as the contribution to the construction of others' identities. It requires the subjective feedback from peers and members of one’s networks.

Nothing less than an ideal assessment is required for the delivery of an IDL award!

If you want to explore this reflection, join us at ePIC 2013, the 11th ePortfolio and Identity conference!

Serge Ravet, ADPIOS, Europortfolio

* Winograd T. (1994), interview in Human-Computer Interaction, Preece J. et al., Addison-Wesley Publishing Company.


 Initial Programme and Extended Deadline

Social Networking

A first draft of the conference programme is accessible at More submissions are currently being reviewed and will be added to the programme over the next weeks. If you want to add your own submission, you can still do it until 27 May 2013!

New extended deadline for the submission of contributions

 27 May
Deadline for abstracts submission
7 June Authors notification of acceptance
10 June
Deadline for the submission of draft long/short papers
8-9-10 July


Open Badge Track

Open Badges

Following last year's introduction of Open Badges at ePIC 2012, we have the pleasure to present a series of Open Badge workshops, parallel sessions and a keynote address. The objective of this year's event is to respond to the following challenge: provide all delegates and speakers with a Europortfolio/ePIC Open Badge and create an ecosystem of badges recognising the contributions of practitioners to the creation of the 21st century learning landscape.

Monday 8 July: The Open Badge Challenge, a series of hands-on workshops (provisional programme)

  • Build your Open Badge: create your own badge as a delegate and presenter at ePIC 2013
  • Build your Open Badge System: using ePIC 2013 as a case study, establish an Open Badge system, and defining the different roles needed
  • Build your Open Badge Infrastructure: make your own Open Badge System, visible and exploitable within the Open Badge Infrastructure

The programme is currently under construction with the support of the ePIC 2013 presenters and delegates. You are welcome to join the conversation!

Tuesday 9 July: a series of presentations

  • Using Open Badges to Motivate and Recognise Patient Education and Achievements in Long Term Chronic Condition Self-Management, Rob Arntsen, MyKnowledgeMap, United Kingdom.

  • Connecting Open Badges and the European guidelines for validating non-formal and informal learning; a critical perspective on accreditation procedures, Petra Muckel, Birte Heidkamp, Stefanie Brunner, Sebastian Hartong, Oldenburg University, Germany.

  • Integration of Third-Party Issuers into Open Badge Infrastructure - Case: integrating badges, Jakub Štogr, Navreme Boheme, s.r.o., Czech Republic.

    The Process of Creating and Validating an Open Badge: The Impact of Metadata, Quality, and Endorsement Procedures, Stefanie Brunner, Birte Heidkamp, Petra Muckel, Sebastian Hartong, Oldenburg University, Germany.

More submissions are currently under review.

Wednesday 10 July:

  • Linking up innovations in assessment: Eportfolios, open badges, and learning analytics, a keynote by Darren Cambridge, American Institutes for Research, USA.
  • Round Table on the future of ePortfolios, Open Badges and Identities.

Keynote Speakers






This year we have the pleasure in welcoming keynote speakers chosen for the diversity of their contributions to innovative thinking. They will offer highly individual perspectives on the future developments of the 21st century learning landscapes.

Kirstie Donnelly MBE, City & Guilds Group Director of Product Development

Kirstie joined City & Guilds December 2011 and is the Group Director of Product Development. Kirstie has worked at the forefront of the e-learning sector for over 20 years.  Her previous role was with learndirect as Director of Products and Marketing, where she played a formative role in developing the learndirect brand and online offer to support and deliver skills and learning to adults.  Kirstie has created award winning products across the learning market place and is passionate about the role of digital and social media in transforming how people live, learn and work.

In addition Kirstie spent 4 years with a Video Arts Group, originally established by John Cleese, where she took a VHS training business and transformed it into an online digital business, developing a range of award winning DVD and e-learning training products.  Prior to this she was Director of Lifelong Learning & ICT for Manchester Training & Enterprise Council, and where she developed in 1997 the first of its kind Virtual Chamber of Commerce, just at the start of the Internet 'boom'. Kirstie also worked on the David Blunkett Task Force Group that established the Green paper: Learning Age. This paper set the policy agenda for a number of key Government Learning & Technology initiatives.


Alan Davis, President and Vice-Chancellor, Kwantlen Polytechnic University, Canada

adavisAlan Davis is President and Vice-Chancellor, Kwantlen Polytechnic University, Canada. In 2008 Alan Davis was appointed President of Empire State College at the State University of New York. With his colleagues at SUNY Empire State College, he expanded the range of graduate and undergraduate offerings, worked towards more effective shared governance, improved retention and quality, and substantially raised the profile of the institution as an alternative and unique institution. His final contribution was a bold new proposal for “Open SUNY” in which all the SUNY colleges and universities could collaborate to form the largest public open and online system in the US.

Dr. Davis is a member of the Board of the Council for Adult and Experiential Learning, and has served on various committees and commissions with the American Association of State Colleges and Universities and the American Council for Education. He is past President of the Canadian Society for the Study of Higher Education and is on the Board of the Collaboration for Online Higher Education Research. He is also a member of the Chemical Institute of Canada and the Playwrights Guild of Canada. In addition to his papers in inorganic chemistry, Dr. Davis is widely published in key areas of higher education. In September 2011, he was a keynote speaker at the 14th International Cambridge Conference on Open and Distance Education, and co-wrote a chapter in the collection Game Changers published this year by Educause. Aside from his extraordinary academic contributions through publications and presentations, Dr. Davis is also a published playwright. His plays for young people have been performed across Canada.

Philipp S. Mueller, Dean of the Business School (SMBS) of University of Salzburg, Austria

Philipp S. Mueller is business development director for the public sector at CSC Deutschland Solutions GmbH  and academic dean of the Business School (SMBS) of University of Salzburg. Until July 2007 he was a professor and director of the Master’s in Public Administration at the Graduate School for Public Administration and Public Policy of Tecnológico de Monterrey, Mexico, and before 2003, senior research associate at the German Institute for International and Security Affairs in Berlin. He received his Ph.D. in Political Science from Ludwig-Maximilians-University, Munich. In his research, he focuses on the interactions between information technologies, strategy, and leadership. His first academic publication on online strategy was in the ACM-Journal Database of Information Systems in 2003. He has published the monograph, Unearthing the Politics of Globalization (LIT 2004), the edited volume, Criticizing Global Governance (Palgrave MacMillan 2005) and Strategy for a Many-to-Many World (Scoventa 2012). He has taught at the Harvard Kennedy School, Erfurt University, Universidad de los Andes, Ludwig-Maximilians University, and Zeppelin University. He consults major Fortune 500 companies, NGOs, and government’s worldwide on strategic issues.

Darren Cambridge, American Institutes for Research, USA

Darren Cambridge (Ph.D., University of Texas at Austin, 2003) is a principal consultant at the American Institutes for Research in Washington, DC, USA, where he serves as project director for the U.S. Department of Education=B9s Connected Educators project and advises a range of government, university, and corporate clients on learning technology and professional learning. His team of researchers, developers and facilitators from five organizations provides expert analysis and planning support to build the capacity of federal agencies, non-profit organizations, states and districts to engaging in collaborative projects that improve online social learning for educators. His current research focuses on using social network and narrative analysis to inform online community and network management and to measure value creation. He was previously a faculty member at George Mason University, a director at the American Association for Higher Education, and a fellow with EDUCAUSE. He co-leads the Inter/National Coalition for Electronic Portfolio Research, is third country coordinator for the Europortfolio project funded by the European Union's Lifelong Learning program, and serves on the board of the Association for Authentic, Experiential, and Evidence-Based Learning. He has developed technical specifications IMS Global Learning Consortium and open source eportfolio software through the Sakai Foundation. His work appears in a range of scholarly journals and books. He is editor of E-Portfolios and Global Diffusion (IGI Global, 2012) and co-editor of Electronic Portfolios 2.0: Emergent Research on Implementation and Impact (Stylus, 2009). He won the 2012 MacArthur Foundation Digital Media and Learning Faculty Prize for Electronic Portfolios for Lifelong Learning and Assessment (Jossey-Bass, 2010).

Francis, University of Gothenburg, Sweden

Russell Francis is a Post Doctoral Research Fellow with the Linnaeus Centre for Research on Learning, Interaction and Mediated Communications in Contemporary Society (LinCS) at the Department of Education, Communication and Learning, University of Gothenburg. His research explores the implications of media change for learning, literacy and the future of (self) education. Previously he worked at MIT’s Comparative Media Studies and Oxford University’s Department of Education where he completed his graduate studies.

The Predicament of the Learner in the New Media Age, Russell’s doctoral thesis, explores the shifting locus of agency for regulating and managing learning as an emergent web-based participatory culture starts to disrupt a top-down culture industry model of education that evolved around the medium of the book. The main empirical study focuses on the practices of graduate students as they start to appropriate web-based tools and digital resources for private study and self-education. Analysis of the digitally mediated practices of each student is used to develop a grounded insight into a variety of advanced new media literacies in action. Aspects of this work have been presented at international peer-reviewed conferences and leading research centers.


Europortfolio First General Meeting: 10 July 2013, London



London 10 July 2013

On July 10, the last day of ePIC 2013, you are invited to participate in the first Europortfolio General Meeting. It will give you the opportunity to contribute to the launch of a major initiative that should advance the transformation of the 21st century learning landscape.

The goal of Europortfolio is to exploit (related) ePortfolio technologies and practice to empower individuals as reflective learners and practitioners, organisations as a place for authentic learning and assessment, and society as a place for lifelong learning, employability and self-realisation.

During the Europortfolio General Meeting you will have a chance to:

  • Review the initial outcomes of the Europortfolio initiative;
  • Discuss the foundations of Europortfolio (goals, charter, statutes, etc.);
  • Plan future actions, initiatives and projects;
  • Join the Steering Committee that will take the responsibility for the process of establishing Europortfolio as a not-for-profit organisation;
  • Become a National Coordinator.

The incorporation of Europortfolio is a two stage process:

Stage 1: the role at this stage is to invite all people and organisations wishing to take part in the creation of Europortfolio.

Stage 2: the incorporation of Europortfolio as a self-sustainable organisation based on the recommendations and decisions made during phase one under the supervision of the Steering Committee.

Europortfolio will be an independent European association, working with existing organisations and networks, within and outside Europe. European Networks will be able to join the Network College, while non-European members will be able to join the International Chapter.

A series of documents will be made public before the end of May 2013. You will be notified, so you will have a chance to review, comments and make suggestions.

If you are interested in joining the Europortfolio Steering Committee and/or act as a national coordinator, please contact us: email


Partner News & Events

LINQ 2012 Logo

16-17 May, Roma, Italy, Learning Innovations and Quality: "The Future of Digital Resources"

The LINQ conference is addressing Innovations and Quality in Lifelong Learning, Education and Training: potential points of access to this field include new learning methods and design, Technology-Enhanced Learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities.

LINQ 2013 Programme

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



July 29 - August 1, 2013, Boston, USA, 2013 AAEEBL Annual ePortfolio Conference

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

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

2013 AAEEBL Annual ePortfolio Conference landing page

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