Purpose
The framework architecture's purpose is to describe learner's pathway at very generic level so that the framework can be deployed across the member countries of European Union.
The learner's pathway can be seen as a value stream which increments learner's competences and, thus, value in some sense. While the value stream is from learner's perspective the services the learner uses on the path are produced by other actors. The services the learner uses are pinned on the path to tell when the learner uses the service in question. By expanding achitecture of the services the framework guides what is needed to implement the services and it is up to a user of the framework architecture the define how the services are actually implemented. To guide in implementation the framework architecture includes an example how this framework is implemented in Finland.
To whom this document is meant for
The document is meant for strategy leaders and developers working in education sector.
Conventions in the document
CompLeap Actors and their Roles
The learner's pathway actors and roles are described above. Learner is the center role in the framework architecture and the the learner acts in different specialized roles in the leaner's pathway. The learner can potential applicant, applicant, student or graduated depending on at what stage the learner is in the learner's pathway. Learner can be potentially any citizen of European Union and the citizens are divided into different categories to focus services for them depending on their life situation. From the value stream point of view main actors producing more value to the leaner are education provider and employer. Education provider offers services to increase learners competencies and employer provides possibility to utilize the competences and turn competences to actual value.
Education provider acts in different roles, namely in vendor, legal entity of education and guidance, depending on what education provider's service the learner is using.
Employer acts in different roles to provide competence requirements and feedback.
CompLeap Project Actors
Compleap project actors are described above. From the framework point of view the roles are meaningful and the implementer of the framework should consider what roles are required to implement the framework and what are the actors or stakeholders in each role.
Business Service Map
Framework's business services are described above. In this framework business service produces value to the learner. The learner starts using the business service by contacting the actor producing the service. The contacting may occur via different channels which are up to an implementer to define. Some of the services require that the learner has to give some information as input to the service and the learner gets information back. Some of the services produce information for the other services to be utilized in the learner's pathway and some services give actual value increment to the learner. The while the business services may be fully automated there is still need for person-to-person interaction and, thus, service design should take other actors in account when applications are defined.
Compleap project focuses on the business services with green ovals around, namely Career and study guidance, Education offer, Comparing opportunities and Competence mapping. The project aims to create application prototypes for the named business services and the applications gives an possibility to use services via World Wide Web. The framework architecture and its implementation helps prototype implementation to give holistic view of all services and possible data streams so that data can utilized everywhere in the learner's path and the learner does not need to input same data many times on the path.
Guidance and Personalisation service area includes business services to help individuals to identify their competences and what competences they are missing and what course of actions they should take to improve their competence.
Admission service area includes business services to admit into education or other competence development.
Learning and studying service area includes business services to improve competence.
Feedback service area includes business services to give feedback about the competence development at any stage.
Employment service area includes business services to collect information about employment offer. This area could contain business service for applying to work but it is left out intentionally because of the perspective and scope of the framework.
Identity and myData service area contains business services to identify learner, to manage learner's personal data and consents.
Statistics and analytics service are contains business services to manage statistical and analytical data to provide information to different management levels.
Digital Learner Pathway - Main Business Process
Learner's pathway is described above. The learner's pathway is main business process or value stream in the framework. The value stream defines the steps the learner takes to increment hers or his competence. The value stream begins from anticipation of needed skills where the learner somehow recognizes the need for new skills or competences. The learner may use guidance at every stage of the leaner's pathway and the guidance could give impulses to the learner at every stage to guide the learner to right direction. After the anticipation of needed skills the learner may do planning or do pre education personal competence development planning. The difference between the planning and pre education competence development planning is that the planning is not well structured process while the pre education personal competence development planning process is. The planning is more ad hoc and flexible and depends on the learner how to planning is done or if it is done at all. The pre education personal competence development planning is defined by legal entity of the education and is formal way to do planning at that stage. (Miten pre education... eroaa planningistä? Onko oikean suuntainen arvaus?) After planning the learner does education mapping and after finding proper education, the learner enters to admissions. After admissions the learner acquires competences and finally uses the competences. During acquiring the competences and using the competences the learner does personal competence development planning all the time. The personal competence development planning is also formal process defined by legal entity of the education which guides the learner to do planning all the time. While the learner may do other kind of planning also, the formal planning provides common tools and information to do planning in competence development scope.
Skill vs. competence? Kumpaa termiä kannattaisi käyttää?
Digital Learner Pathway - Main and Sub Business Processes
Learner pathway's sub business processes are described above. The sub processes clarify the main processes and tell in more detail what steps the learner takes in the learner's path.
Planning process is divided into three steps. Namely, identification of personal interests, self evaluation of my competences and automated identification of prior learning. (automated viittaa jo ratkaisuun? Jos koko oppijan polku on tarkoitus digitalisoida, niin tarvitseeko korostaa tässä että on automatisoitu tämä vaihe?). The sub processes are described in more detail later.
Admissions are divided into application procedure and student selection sub processes.
Acquiring competence is divided into recognition of prior learning, showing non-verified competence and assessment, and acquiring missing competences sub processes.
Digital learner pathway: Main Business processes and services
Learner's pathway supporting business services are described above. The business services are pinned to the learner's pathway using the arrow notation. The notation describes at which stage of the learner's pathway the business service is utilized. For example learner uses competence mapping business service during planning process.
Main and Sub Business Processes and Services
CompLeap Tool Processes
Leaner creates Competence profile (module 1)
The Learner - generic user - starts to use CompLeap tools and creates My competence profile.
Learner Compare Education Opportunities (module 2)
Learner creates own Learner map (module 3)
Conceptual Data Model
Compleap Process Ingertation
Purpose of the model: xxxx
Layered Architecture views
Purpose of the models: Show processes, application services and information systems needed for providing CompLeap services.
Competence Mapping layered architecture view
Comparing opportunities layered architecture view
Career and study guidance layered architecture view
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Education offer layered architecture view
