A design proposal of competency-based ePortfolio system utilizing Sakai OSP
Makoto MIYAZAKI, Makoto OYAMADA, Junko NEMOTO,Toshihiro KITA, Hiroshi NAKANO, Katsuaki SUZUKI
Graduate School of instructional Systems, Kumamoto University, Japan
maco@kumamoto-u.ac.jp

Abstract: We have developed a Web-based portfolio system on Sakai CLE for supporting the students inthe graduate school of instructional systems of Kumamoto University. The system is currently underoperation mainly for the fresh students in the graduate school. It is constructed of several default tools ofSakai CLE to accumulate learning outcomes for the students. In this report, we propose acompetency-based ePortfolio system utilizing the Sakai OSP. This system manages evidences to linklearning outcomes with competency.

INDRODUCTION
Recently, online learning or blended learning has gradually become more popular for higher education since highspeed and wide band network is available to use. A majority of higher education institutions are conducting classes
by e-Learning (NIME, 2007). And quality assurance of higher education is now becoming very important.
In Kumamoto University, Student Information System (SIS) and Learning Management System called WebCT
are connected so that all the courses in the university are automatically prepared in WebCT with the data from SIS(Nakano, et.al., 2004). It is readily possible to conduct classes in all the departments by e-Learning. Actually, "BasicCourse of Information Technologies A / B", are required courses for all fresh students in Kumamoto University andhave been conducted in a blended (both e-Learning and face-to-face) learning style since 2002 (Kita, et.al., 2003).
Based on the experience of these e-Learning enhancing activities, Graduate School of the Instructional Systems(GSIS), was established as Japan’s first 100% on-line program for fostering e-Learning specialists in corporate andhigher education in April 2006 at Kumamoto University. As a leading institute for education improvement, GSIS isseeking for various effective ways to promote Instructional Design-based paradigm and infrastructure. One good
example is realizing an e-Learning system to show learning process information or attainment of student's goal, tosupport communication between teachers and students or among students. To realize these features, we havedeveloped “GSIS Portal (Nakano, et.al., 2006)” and “Learning Portfolio”. “Learning Portfolio(Miyazaki, et.al.,2008)” has been developed from an educational standpoint utilizing Sakai Collaboration and Learning Environment(CLE).
In the present paper, we make a brief description of both Open Source Portfolio (OSP) and ePortfolio tools of
Sakai CLE, and then show how we redesigned "Learning Portfolio" as the competency-based ePortfolio systemusing the Sakai OSP tools.

DESIGN OF LEARNING PORTFOLIO
We have developed a Web-based portfolio system on Sakai CLE for supporting the students in the graduate
school of instructional systems of Kumamoto University. The system is currently under operation mainly for thefresh students in the graduate school. It is constructed of several default tools of Sakai CLE to accumulate learning
outcomes for the students. “Learning Portfolio” system is shown in Fig 1. Students are able to publish their reflection
paper and goal statement, so that we expect educational effects. Additionally, it is useful for students to communicate
each other because they publish self-introduction web pages on the system. Design of Learning Portfolio with Sakai
Basic Tools is shown in Fig 2.

Fig 1. Learning Portfolio

Fig 2. Design of Learning Portfolio with Sakai Basic Tools

Competency List of Graduate School of Instructional Systems (GSIS)
All the courses in GSIS of Kumamoto University are designed based on the GSIS competency list (GSIS, 2009)that had been determined when the Graduate School was established.
Each competency in the list is related to assignments of the courses and defines what abilities should be learned as
the result of learning in the Graduate School(Kitamura, et.al., 2008). Our ePortfolio system is also designed based on
the competency list and the students using the ePortfolio are supposed to be always aware of the competency list.
Open Source Portfolio (OSP)The Open Source Portfolio is implemented tool sets of Sakai CLE. It is possible for users to edit, share,evaluation. According to Cambridge (et.al., 2008), at least 50 colleges and universities from around the world
currently use the OSP tools, and the Sakai CLE, which includes OSP, has been implemented by a minimum of 200
institutions in at least 28 countries.
The development of the Open Source Portfolio (OSP) began in 2003 as the Open Source Portfolio Initiative(OSPI). The first version OSP was based on source code of the University of Minnesota. OSPI received grant fromThe Andrew W. Mellon Foundation to develop version 2.0, and published in 2004. OSPI joined the Sakai Project in2005. In 2007, OSP tools incorporate into the core tools of Sakai CLE 2.4 in 2008.
We surveyed the Sakai OSP tools (Table 1) (Sakai Project, 2009). A part of OSP tools could not work as
individual tool (e.g. Wizards, Matrices, Portfolios, etc.). These tools require form based XML format with a Formstool.
Table 1. The OSP Tool's Names and Functions
Tool NameForms

WizardMatrices
GlossaryPortfolios
Portfolio Templates
Portfolio Layouts
Styles
Evaluations
Reports

FunctionManages forms defined based on XML format.
It is available for Matrices, Wizards, Portfolio
Templates and Resources
Create and use a structured, guided ePortfolios wizard
Create and use a structured, guided ePortfolio matrix
Create a glossary of terms referenced in Matrix row
and/or column names
Create personal ePortfolios using existing templates,layouts, or free-form design
Add XSL design templates for portfolios thatincorporate form data (or for 'forms-based portfolios')
Add XHTML page layout templates for free-form('design your own') portfolios
Add Cascading Style Sheets (CSS) for controlling theappearance of wizards, matrices, and portfolios
View outstanding evaluations from student's ePortfolio
matrices and wizards
Generate analysis reports using sakai and eportfolio
dataProblems in current system
Our system is useful to introduce myself with html contents and pdf files, because they usually study by online.
But we did not implement peer-assessment function. So it is not enough to reflect learning activities effectively in acurrent system.

REDESIGN OF LEARNING PORTFOLIOThe OSP supports portfolio-based activities by providing an environment in which a matrix owner can exhibit
their work. We consider that one of solutions is redesigning the learning portfolio using the OSP Matrices tool.
Matrices tool is one of OSP tools. Matrices tool is used in Indiana University Purdue University Indianapolis(IUPUI) , Weber State University (WSU), and etc.

Fig 1. Sample of Matrix
A sample of Matrix is shown in Fig 3.
Matrices tool Features are as follows;zmanagement of the learning process (e.g. Rubric),z
registering items as evidence of learning in each cell,z
Item file formats (Word, Excel, Power Point, PDF), multimedia file types, URL links, defined form, etc.,zreflection comments for own items,z
feedback comments for other student’s itemzsubmit cell to evaluator and to receive evaluation comments for items,zIntegrate assignment into items of the matrix.
We designed “Learning Portfolio” using the OSP matrices tool to show a correlation between learning outcomes
and the competencies of the graduate school more clearly. We set row labels as GSIS Competencies and column
labels as four semesters. The column labels are also set cells for activities in both before admission and outside
curriculum. The students can register items satisfied competency, reflection comments for their own items, and also a
feedback comment for other student’s items. These processes may be self-assessment activities and peer-assessment
activities. Design of Learning Portfolio with OSP is shown in Fig 4. Competency Matrix is shown in Fig 5. It isconsidered that current ePortfolio would substitute for the Profile Matrix shown in Fig 6.

Problems in Matrices tool
Even if someone registers an item, I don’t know someone’s matrix is updated. Matrices tool has functions to add
reflection comments and feedback comments to items. But I need to open each cell of matrix to find comments. We
consider notification function is very important to use matrices tool more effectively.

Fig 2. Design of Learning Portfolio with OSPFig 5. Competency Matrix

Fig 6. Profile Matrix

Future Plan for this Study
Table 2 shows our future plan for operation. After implementing the several functions that mentioned above, wefix all materials provided to our students, such as a help manual embedded in the ePortfolio, conceptual introductionof ePortfolio, and worked examples: novice level and advanced level. Not only providing normal operational manual,
but providing concept of our ePortfolio is our policy of this project. We assume our ePortfolio is ready when all
supplemental materials are set. And then, we are going to conduct a formative evaluation at real operationalenvironment.
Table 2. Steps for implementation
1. Add and implement uncompleted functions
2. Prepare all supplemental materials(e.g., help manual, conceptual interlocution, worked examples)
3. Conduct a formative evaluation
4. Release the new ePortfolio to the target students

CONCLUDING REMARKFor enhancing the currently running simple ePortfolio system in our graduate school, we have designed andprototyped a competency-based ePortfolio system utilizing Sakai Open Source Portfolio (OSP) Tools. We
redesigned the “Learning Portfolio” for the graduate school with Matrices Tool is a part of OSP Tools and equippedwith basic and effective features like self-assessment or peer-assessment on Sakai CLE. It is readily possible withMatrices Tool for each learner to create his/her own matrix for putting materials as learning results in order to show
the list of competencies (the goals our graduate students should reach at the graduation) satisfied until now. Using theCompetency Matrix is one of the practical and comprehensive approaches for quality assurance of higher education.
Matrices Tool is handy and effective, but several points seem somewhat weak for peer-assessment activities. Thatshould be resolved by a compensating subsystem or a restructured system created with more generic features of OSPTools.

ACKNOWLEDGEMENT
This research has been supported by Support Program for Improving Graduate School Education from theMinistry of Education, Culture, Sports, Science and Technology of Japan (MEXT).

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