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  1. Mapping architecture – initial mapping of current service framework
  2. Mock up prototype – visual screenshots of the modules for testing a concept 
  3. HTML prototype – more functionalities than a mock-up proto showcasing full framework
  4. Beta-pilot – final prototype proving certain functionalities of the planned framework  

Prototype Implementation: Three Modules

The three prototypes planned in Annex 1 are embedded in the Learner Plan prototype and its three modules:

  • Module 1: Local study record service integration (past)
  • Module 2: Competence profile with current competencies (present)
  • Module 3: Suggestions for educational opportunities (future)

Also, a separate analytics prototype (Deliverable 28 Pilot deployment of analytics prototype) is developed and will be deployed in conjunction to the deployment of the prototypes above. With analytics the principal focus is on personalization and advising. 

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.

Learner Centered Service Design