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Guided PortfoliosModels and tools developed on the
University of Montréal campusPart I - Overview
Jacques Raynauld Professor, HEC Montréal Director– MATI Montréal
August 4 2010
2
Outline of the presentation
Part 1• MATI Montréal : discussion of our portfolio
projects• Key buiding blocks – a Model-based approach to
portfolios• A suite of tools• Road-mapPart 2• Building a real portfolio using our mock-up
MATI Montréal
• MATI Montréal is a research/transfer center on T&L set up by HEC Montréal, École polytechnique and University of Montréal
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www.matimtl.ca
MATI Montréal
• In September 2009, started a strategic initiative on guided-structured-portfolios
• Numerous projects including :• #1 Program based portfolios (Faculty of education –
Business School, Engineering School)• #2 Communication workshop (Engineering School)• #3 Learning portfolios : Master in pedagogy applied
to health sciences (School of Medecine)• #4 eCurriculum vitae or CV (Business School)
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MATI Montréal
• Contributed to the development of Open Syllabus / Sakai 2.6 using Google Web Toolkit framework (javascript)
• Working to generalize the Open Syllabus engine so it could work as well for portfolios and be …
• …an Open Social gadget with all the nice Web 2.0 features including widgets -Sakai 3 compatible.
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Open Syllabus / Sakai
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Open Syllabus
• Video Video : http://vimeo.com/12495226• Slide share presentation :• http://www.slideshare.net/jacquesr54/open
-syllabus-in-sakai-26-up-and-running
The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010 8
Key building blocks – a model-based approach to portfolios
Key building blocks
1. What are the resources? Types? 2. Assembling the resources: creating modules,
tasks and programs.Not discussed in this presentation3. Creating different views4. What are the roles? Instructor, tutor, student5. Taking care of workflow 6. Standards (LEAP2A)
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1. Resources
• 1. Resources• Text• Files (Power Point, PDF, Doc, videos, etc.)• URL• Forms
• Comments • Widgets
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1. Resources
• Learning outcomes/competencies1. Civic knowledge & engagement (local &
global)2. Creative thinking3. Critical thinking4. Ethical reasoning & action5. Foundations & skills for lifelong learning6. Information literacy7. Inquiry & analysis8. Integrative learning9. Intercultural knowledge & competence10. Oral communication11. Problem solving12. Quantitative literacy13. Teamwork14. Written communication
Association of American Colleges and Universities
http://www.aacu.org/
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1. Resources
• Rubrics
Association of American Colleges and Universitieshttp://www.aacu.org/
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2. Assembling the resources
2. Organizing the resources according to a model approach• Structure• Unit• Context• Resources
Root
Structure
Unit
Context
Resource
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2. Assembling the resources
Root
Structure
Unit
Context
Resource
Module #1
Learning outcomesLearning outcome #1
ReadingsRaynauld, Jacques (2008), Economic Problems and Policy Analysis, Prentice-Hall. Read Chapter 10.
ResourcesMinistry of the environment website
AssignmentLink to assignment #1
Course #1
PresentationContact information
Modules Module 1 Module 2
Evaluation Assignment #1 Assignment #2 Final exam
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2. Assembling the resources
Root
Structure
Unit
Context
Resource
Course #1
PresentationContact information
Modules Module 1 Module 2
Evaluation Assignment #1 Assignment #2 Final exam
Assignment #1
Learning outcomesLearning outcome #1
TaskWrite a 300-word comment to be sent to a newspaper about the environmental impact of offshore drilling.
Submit your paper hereUpload ….
Consult your evaluation sheet hereLink …..
General model Root
Structure
Unit
UnitStructure
UnitContent
Context
Competencies
External
Internal
Root Structure Unit UnitStructure
UnitContentContext
Competencies
External
Internal
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RESSOURCES
Gerbé and Raynauld, An Open Syllabus Model, Ed-Media 2009, Honolulu.
Communication workshop
Tasks Initial test Illustrative work Summing-up
Module : effective communication
Module : design of visual display
Portfolio
Initial test
ObjectiveThe initial test seeks to establish a diagnosis of your strengths and weaknesses and plan an individual study guide Description of the testAfter reading the background document, write a 450-word text that includes a reference and a table.
Resources● BackgroundDocument.pdf
Resources (student)Upload your test file
Detailed feedback sheet
My comments on the results of the initial test
Excellent Good AverageGrammar √Spelling √
Communication workshop
Communication workshop
Tasks Initial test Illustrative work Summing-up
Module : effective communication
Module : design of visual display
Portfolio Initial test Illustrative work Summing-up
Initial test
ArtefactLink to initial test
Detailed feedback sheet
My comments on the results of the initial test
Excellent Good AverageGrammar √Spelling √
Communication workshop
Artefact, feedback sheet and reflexive comments
copied to the student institutional portfolio (portfolio the student
cannot edit)
MPASS program
News
Module 1 Task 1.1 Task 1.,2Module 2
Resources library
My reflexive approach
I specify my goals, my learning outcomes and my workplan
Add a comment
I find useful resourcesAdd a comment
I execute my taskAdd a comment
What I have learned?Add a comment
My learning approach
My assignmentsAdd an assignment
Feedback
ResourcesAdd a resource
Task 1.1 : Pedagogical reflection and metacognition
Description
In this reflection task, you first have to assess where you stand and then visualize yourself in the future by formulating your own practice diary, on the one hand, and a planning of your pedagogical development, on the other hand.
Pedagogical Justification
Explaining your experiences and beliefs will allow yourself to increase your awareness as well as connect these experiences with the learning outcomes that will emerge from this class.
Targeted skills
The skill that you will enhance is to learn in an autonomous and continuous fashion, notably through planning your professional project and through defining the knowledge areas to acquire as well as the skills to develop.
Resources
Desgagné, Serge, Récits exemplaires de pratique enseignante : analyse typologique, Presses de l'Université du Québec, 2005, 227 p.
Expected work
Illustrate your life narrative with a conceptual map and a word document (1000 to 1500 words) that will state your experiences, beliefs, knowledge and competencies. Please upload your map and word document in My Assignments link.
Master in pedagogy applied to health sciences
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OSP cell
Year 1 (cell)Learning outcomesTeamwork Guidance These are the instructions
Rubric Contributes to Team Meetings Helps the team move forward by articulating the merits of alternative ideas or proposals. Submission form
Portfolio
Years Year 1 Year 2
Learning outcomes Teamwork Communication
This is the rationale Link to an example file
Feedback
Evaluation form
Artefact file submission
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A suite of tools
Requirements gathering
Mock-up (building the portfolio XML
model)
Feed the XML model in the
GWT prototype
Mock-up is great for community appropriation and discussion. Can be used in a small pilot to test ideas.
Creation of specialized views, features, special CSS, etc.
XML is an abstract ≠ implementation representation
11th Sakai Conference - June 15-17, 2010 22
Road-map and questions
• A complete version of the mock-up should be available by the end of August http://www.matimtl.ca/sitesMATI/GenMaquette
• The GWT/Web 2.0 main prototype will be available in October 2010
• Discussion for a possible contribution to Sakai 3• [email protected]• Part II : Mock-up demo