The test environment for the development and piloting work done in WP3 and WP4 can be found behind the following link: https://poc.compleap.testiopintopolku.fi/
The test environment for CompLeap is used for the piloting and development of the PoC (or beta prototype) of the service. This means that when the service is tested with proper target group users (in May-September 2019), the users are testing and evaluating this page, its form and its functionalities. Based on the evaluation reported by the users and our associate partners, changes are made accordingly in this environment. Therefore, the environment is dynamic; it changes based on every iteration of user feedback.
The feedback given by our target user groups will comment on the prototype from different viewpoints, based on the module being tested. In other words, even though the users are all using the same version of the service, observations are made on the aspects of different modules. The prototype modules being tested can be seen below.
The prototype being tested is evolved from the prior prototypes (mock-up and HTML). It includes functionalities that represent a close version of the real-world implementation of the service.
Prototype Modules to be Tested
The final prototypes being developed include a user interface, with which showing both the accredited and non-accredited competence of the learner in the competence profile can be tested.
The key aim is to create a link between the competence profile (including interests and existing competencies) and the provision of educational opportunities. Compared to prior phases, this phase includes real competencies as well as proper educational offers. The utilization of national (educational) databases within the service will be tested and illustrated.
In module 1, the prototype will enable presenting vocational education and training (VET) records as competencies. The educational aims of completed degrees can possibly be attached to these competencies. Initially, other previous study records are framed outside of learner plan and its modules, as one of the aims is to investigate the transformation of VET education and degrees into competencies specifically. This is due to the availability of VET core curriculum and competence requirements. The result of the project is a Proof of Concept (PoC), with which the properties of the service can be tested.
In module 2 a competence profile based on personal interest and existing competences is implemented. The competence profile is formed based on prior, accredited competence and information provided by the learner themselves. Through analytics, competences are formed based on this information. The ability to provide one’s own interests and competencies is crucial, as accredited competence is not available to all focus group members. The learner can also provide their own interests in this prototype.
In module 3, with analytics functions, the learner is offered suitable education opportunities to supplement their competence through analytics based on their educational background, other competencies and interests. In order to address the needs of citizens at risk of exclusion, focus is not only on existing study records but on interests and on the provision of interesting learning opportunities that complement the individual. User testing during the development process will aim to involve different user groups from young adults to immigrants and refugees.
Legal restrictions
Under the current Finnish legislation, the learner plan prototype cannot utilize real personal data, even though it would be possible to access it in the KOSKI-service. Therefore, the prototype employs pre-confined test data. In practice, this implies that test user data, representing some of the most general user groups, will be created. Similar data to that of the KOSKI-service will be shown on these fabricated users. As such, strong authentication is not implemented into this prototype while it will be an integral part of the final product. The interface is created primarily focusing on the interface of a strongly authenticated learner and provides the interface of an unauthenticated learner secondarily.