Learning portfolios workshop: a structured approach

Learning portfolios : a structured approach

(http://titanpad.com/MjKU5e2zVO)

Jacques Raynauld, Professor, DirectorHEC Montréal – MATI Montréal

Nicole Teta Nokam, Research associate, MATI MontréalJuly 19 2010

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Objectives of the workshop

• Discuss characteristics of learning portfolios? • Appreciate the model-based

Objects/Components approach to portfolios• Build and use a learning portfolio mock-up• Develop a better understanding of the

portfolio subtleties and your needs• Get your input in the design of our learning

portfolio tool

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Outline of the workshop

• Presentation of the participants, organisation, tools, etc.

• Program-based approach and learning portfolios

• Key building blocks• Building and using a portfolio mock-up• Our work on a Web 2.0 portfolio tool

11th Sakai Conference - June 15-17, 2010 4

Participants - organisation

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Participants

• Where are you coming from?• What type of institution?• What is your position?• What is your current LMS?• What is your expertise in portfolios?• Are you currently using a portfolio tool?

Which one?• Do you know the OSP matrix approach?

MATI Montréal

• MATI Montréal is a research/transfer center on T&L set up by HEC Montréal, École polytechnique and University of Montréal

• Working currently on Web 2.0 tools• Disclosure : we work on a Sakai tool but École

polytechnique is Moodle.

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MATI Montréal

• Started a strategic initiative on structured-guided-evaluation-semantic portfolios

• Numerous projects including :• #1 Program based portfolios (Faculty of education –

business school, engineering school)• #2 Communication workshop (Engineering School)• #3 Master in pedagogy applied to health sciences

(School of Medecine)

• Participated in the development of Open Syllabus / Sakai 2.6 using Google Web Toolkit

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Open Syllabus / Sakai

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Organisation

• 8:30-12:00 with a break around 10:00• http://titanpad.com/MjKU5e2zVO• Slideshare• Mock-up tool in the second part• It is a workshop – contributions welcome!• Nicole Teta Nokam is a research associate

who will help out

http://titanpad.com/MjKU5e2zVO



The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010 10

Program based approach

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Learning outcomes - EQF

• The European Qualifications Framework for Lifelong Learning (EQF) - 2008“learning outcomes” means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence

http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf




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Learning outcomes – AAC&U1. 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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Learning outcomes - CDIOThe CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment.www.cdio.org

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Learning outcomes

• Either from outside (accreditation, government, etc.) or from the inside, adding learning outcomes will require new tools of the portfolio type

• Learning outcomes – artefacts – evaluation – reflexive comments – reports across programs, etc.

• We will provide concrete examples


Key building blocks – a model-based approach

Key building blocks

1. What are the resources? Types? 2. Assembling the resources: creating modules,

tasks and programs.3. Creating different views4. What are the roles? Instructor, tutor, student5. Taking care of work-flow 6. Standards (LEAP2A)

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1. Resources

• 1. Resources• Files (Power Point, PDF, Doc, etc.)• URL• Forms

• Comments

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1. Resources

• Competencies

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2. Assembling the resources

2. Organizing the resources• Structure• Unit• Context• Resources

Root

Structure

Unit

Context

Resource

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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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Root

Structure

Unit

Context

Resource

Course #1




Assignment #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 …..

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Root

Structure

Unit

Context

Resource

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 √



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 √


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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3.Creating views

Module #1


ReadingsRaynauld, Jacques (2008), Economic Problems and Policy Analysis, Prentice-Hall. Read Chapter 10.

ResourcesMinistry of the environment website


Course #1




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3.Creating views

Module #1


ReadingsGruber, Jonathan, Health Economics, McGraw-Hill, 2010Read Chapter 2

ResourcesMinistry of Health website


Course #2




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3. Creating views - matrices

Learning outcome Course #1 Course #2 Course #3

Creative thinking √Critical thinking

Ethical reasoning & action

√

Information literacy √

Inquiry & analysis

Integrative learning √

Problem solving

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Portfolio mock-up

• Easy to use tool to construct simple learning portfolios with structure, units, context resources and roles

• Firefox only• http://www.matimtl.ca/sitesMATI/GenMaquette_03_En

• Can be used by real users to test the logic• No effort put on the look of the pages• How do you see your learning portfolio?

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Portfolio mock-up

Mock-up (building the portfolio) +

testsModel (XML)

Feed the model in the GWT

prototype(views)


Road-map and questions

• A complete version of the mock-up should be available soon

• The GWT main prototype will be available en october 2010

• [email protected]

Learning portfolios workshop: a structured approach

Education

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