Leap2A practice scenarios

Belongs to the 2009-03/Leap2A specification

=Portfolio Interoperability Prototyping Practice Scenarios= These are not to be confused with scenarios for actual interoperation - see Leap2A interoperation scenarios. The point of these scenarios is to illustrate the kinds of situation giving rise to the kinds of information represented by the specification.

Scenario A: reflective coursework
The institutional assessment regime includes both assessed essays, and the presentation of evidence of learning in the form of reflective writing about the academic assignment (in this case the essay), development and learning processes.

A student presents an early version of a file for feedback. A tutor gives feedback. A meeting between student and tutor is held to discuss feedback, as a result of which an action plan is drafted for improvement of the essay.

The student implements the action plan in their work, including producing further and final versions of the essay for assessment. Alongside, they write reflectively on the learning process, what has been learned, and what they have achieved as a result of that learning. This reflective writing is linked to the final version of their essay, and it is all assessed together for that module.

In a subsequent module, their academic work plan includes the further reflective evidencing of their learning process and achievements, including the previous module. The evidence produced at this point refers back to the earlier reflective writing.

Approach 1
The user makes entries in their portfolio system as they go along; sharing where required to get support, critique or academic feedback. The nature of the module and disposition of the student leads to the creation of 4-6 records which evidence the module experience and/or outcomes. Each record has greater or lesser value in its own right as either a record of or a prompt for learning. If required to do so, the learner 'presents' the records in a purposeful collection using a narrative structure to present the items in an order determined by the learner.

Approach 2
Instead of creating the records and then developing a structure to bind them into a narrative, the learner is given a structure by the teacher, such as this. "Write 50 words about the nature of your essay and then add your first draft here. Once you have received your first feedback arrange to see your tutor and record the iphone photography meeting here. The blog you maintain during this module must contain at least 6 posts of not less than 150 words each. Your Blog can be added to your portfolio records as a page, or linked from here..."

Scenario B: reuse of competency evidence
A student teacher, "Trainee", is presented with a structure which presents 33 statements reflecting the 33 competencies required by the time she qualifies. Trainee works through structure adding evidence and reflections as she goes, slowly converting statements of expectation to statements of competence, complete with evidence. The structure now serves as a presentation of 33 skills and is submitted for assessment, to determine whether that aspect of the course is passed. However, Trainee now decides that teaching may not be the job for her, and applies for a job as a graduate management trainee. In so applying she reuses 5 of her competencies (those relating to communication, working with others, etc.) and presents them within a presentational portfolio of her own creation. The competencies are not rewritten: they are simply represented in an alternative narrative structure.

One
A student is undertaking an NVQ at level 3 in Fashion Retail at a local FEI. He has a range of material in his e-portfolio system, e.g. evidence for assessment (including photographs, reports, presentations and video), a reflective piece on each, and feedback from his tutor. The student will progress to another FEI to study a Foundation Degree and in accordance with the FEI’s progression agreement, the following data will be transferred between systems:
 * Personal MIS data and transcripts
 * ILP (tutorial) data (areas of support)
 * The results of Key Skills testing
 * His e-portfolio evidence (including files, with their reflections and feedback)

Two
At her school, a student has been using a local e-portfolio system to assess her skills and progress. This has enabled her to build up an application to a local College to undertake a course. The College does not have an e-portfolio system available, but it has an ILP (Individual Learning Plan) system that some of her data can be transferred to. The data to be transferred is as follows:
 * Personal achievements
 * Skills
 * Work experience
 * Personal statement
 * Goals
 * CV