Guided PortfoliosModels and tools developed on the

University of Montréal campusPart I - Overview

Jacques Raynauld Professor, HEC Montréal Director– MATI Montréal

August 4 2010

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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• Jacques.raynauld@hec.ca• Part II : Mock-up demo