Learning portfolios : a structured approach(http://titanpad.com/MjKU5e2zVO)<br />Jacques Raynauld, Professor, Director<br ...
Objectives of the workshop<br />Discusscharacteristics of learning portfolios? <br />Appreciate the model-basedObjects/Com...
Outline of the workshop<br />Presentationof the participants, organisation, tools, etc.  <br />Program-basedapproach and l...
Participants - organisation<br />11th Sakai Conference - June 15-17, 2010<br />4<br />
Participants<br />Where are you coming from?<br />What type of institution?<br />What is your position?<br />What is your ...
MATI Montréal<br />MATI Montréal is a research/transfercenter on T&L set up by  HEC Montréal, École polytechnique and Univ...
MATI Montréal<br />Starteda strategic initiative on structured-guided-evaluation-semantic portfolios<br />Numerousprojects...
Open Syllabus / Sakai<br />8<br />
Organisation<br />8:30-12:00 with a break around 10:00<br />http://titanpad.com/MjKU5e2zVO<br />Slideshare<br />Mock-up to...
Program based approach<br />The Association for Authentic, Experiential and Evidence-based  Learning, Boston 2010<br />10<...
Learning outcomes - EQF<br />The European Qualifications Framework for Lifelong Learning (EQF) - 2008<br />	“learning outc...
Learning outcomes – AAC&U<br />12<br />Civic knowledge & engagement (local & global)<br />Creativethinking<br />Criticalth...
Learning outcomes - CDIO<br />	The CDIO™ INITIATIVE is an innovative educational framework for producing the next generati...
Learning outcomes<br />Either from outside (accreditation, government, etc.) or from the inside,  adding learning outcomes...
Key building blocks – a model-based approach<br />The Association for Authentic, Experiential and Evidence-based  Learning...
Key building blocks<br />What are the resources? Types? <br />Assembling the resources: creating modules, tasks and progra...
1. Resources<br />1. Resources<br />Files (Power Point, PDF, Doc, etc.)<br />URL<br />Forms <br />Comments <br />17<br />
1. Resources<br />18<br />Competencies<br />
2. Assembling the resources<br />19<br />Organizing the resources<br />Structure<br />Unit<br />Context<br />Resources<br ...
2. Assembling the resources<br />20<br />Root<br />Structure<br />Module #1<br />Course #1<br />Unit<br />Context<br />Pre...
2. Assembling the resources<br />21<br />Root<br />Structure<br />Course #1<br />Assignment #1<br />Learning outcomes<br /...
2. Assembling the resources<br />22<br />Root<br />Structure<br />Unit<br />Context<br />Resource<br />
General model<br />Root<br />Gerbé and Raynauld, An Open Syllabus Model, Ed-Media 2009, Honolulu.<br />Structure<br />Unit...
Communication workshop<br />Tasks<br />Initial test<br />Illustrative work<br />Summing-up<br />Module : effective communi...
Communication workshop<br />Tasks<br />Initial test<br />Illustrative work<br />Summing-up<br />Module : effective communi...
MPASS program<br />News<br />Module 1<br />Task1.1<br />Task1.,2<br />Module 2<br />Resourceslibrary<br />My reflexive app...
3.Creating views<br />28<br />Module #1<br />Course #1<br />Presentation<br />Contact information<br />Learning outcomes<b...
3.Creating views<br />29<br />Module #1<br />Course #2<br />Presentation<br />Contact information<br />Learning outcomes<b...
3. Creating views - matrices<br />30<br />
Portfolio mock-up<br />Easy to use tool to construct simple learning portfolios with structure, units, context resources a...
Portfolio mock-up<br />32<br />
Road-map and questions<br />A complete version of the mock-up shouldbeavailablesoon<br />The GWT main prototype willbeavai...
[Slide Title]<br />[Slide Content]<br />34<br />11th Sakai Conference - June 15-17, 2010<br />
Competencies<br />The Association for Authentic, Experiential and Evidence-based  Learning, Boston 2010<br />35<br />
Addinglearningoutcomes<br />11th Sakai Conference - June 15-17, 2010<br />36<br />
Addinglearningoutcomes<br />37<br />11th Sakai Conference - June 15-17, 2010<br />
Addinglearningoutcomes<br />38<br />11th Sakai Conference - June 15-17, 2010<br />
Addinglearningoutcomes<br />39<br />11th Sakai Conference - June 15-17, 2010<br />
[Section Title Slide]<br />[Additional content]<br />11th Sakai Conference - June 15-17, 2010<br />40<br />
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Learning portfolios workshop: a structured approach

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nspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. In this workshop, we present numerous learning environments of this type and provide a general framework linking all the key components. Various mock-ups will be used to illustrate in a live demo some of the key functionalities and could lead to questions and comments by participants according to their own specific needs. We conclude by discussing how these environments can be implemented in a model-based structured approach using the Web 2.0 Google Web Toolkit framework.

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Learning portfolios workshop: a structured approach

  1. 1. Learning portfolios : a structured approach(http://titanpad.com/MjKU5e2zVO)<br />Jacques Raynauld, Professor, Director<br />HEC Montréal – MATI Montréal<br />Nicole TetaNokam, Research associate, MATI Montréal<br />July 19 2010<br />
  2. 2. Objectives of the workshop<br />Discusscharacteristics of learning portfolios? <br />Appreciate the model-basedObjects/Components approach to portfolios<br />Build and use a learning portfolio mock-up<br />Develop a betterunderstanding of the portfolio subtleties and yourneeds<br />Getyour input in the design of ourlearning portfolio tool<br />2<br />
  3. 3. Outline of the workshop<br />Presentationof the participants, organisation, tools, etc. <br />Program-basedapproach and learning portfolios<br />Key building blocks<br />Building and using a portfolio mock-up<br />Our work on a Web 2.0 portfolio tool<br />3<br />
  4. 4. Participants - organisation<br />11th Sakai Conference - June 15-17, 2010<br />4<br />
  5. 5. Participants<br />Where are you coming from?<br />What type of institution?<br />What is your position?<br />What is your current LMS?<br />What is your expertise in portfolios?<br />Are you currently using a portfolio tool? Which one?<br />Do you know the OSP matrix approach?<br />5<br />
  6. 6. MATI Montréal<br />MATI Montréal is a research/transfercenter on T&L set up by HEC Montréal, École polytechnique and University of Montréal<br />Workingcurrently on Web 2.0 tools<br />Disclosure : wework on a Sakai tool but École polytechnique isMoodle.<br />6<br />
  7. 7. MATI Montréal<br />Starteda strategic initiative on structured-guided-evaluation-semantic portfolios<br />Numerousprojectsincluding :<br />#1 Program based portfolios (Faculty of education – business school, engineering school)<br />#2Communication workshop (Engineering School)<br />#3 Master in pedagogyapplied to health sciences (School of Medecine)<br />Participated in the development of Open Syllabus / Sakai 2.6 using Google Web Toolkit<br />7<br />
  8. 8. Open Syllabus / Sakai<br />8<br />
  9. 9. Organisation<br />8:30-12:00 with a break around 10:00<br />http://titanpad.com/MjKU5e2zVO<br />Slideshare<br />Mock-up tool in the second part<br />It is a workshop – contributions welcome!<br />Nicole TetaNokam is a research associate who will help out<br />9<br />
  10. 10. Program based approach<br />The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010<br />10<br />
  11. 11. Learning outcomes - EQF<br />The European Qualifications Framework for Lifelong Learning (EQF) - 2008<br /> “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<br />11<br />
  12. 12. Learning outcomes – AAC&U<br />12<br />Civic knowledge & engagement (local & global)<br />Creativethinking<br />Criticalthinking<br />Ethicalreasoning & action<br />Foundations & skills for lifelonglearning<br />Information literacy<br />Inquiry & analysis<br />Integrativelearning<br />Interculturalknowledge & competence<br />Oral communication<br />Problemsolving<br />Quantitative literacy<br />Teamwork<br />Writtencommunication<br />Association of American Colleges and Universities<br />http://www.aacu.org/<br />
  13. 13. Learning outcomes - CDIO<br /> The 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.<br />www.cdio.org<br />13<br />
  14. 14. Learning outcomes<br />Either from outside (accreditation, government, etc.) or from the inside, adding learning outcomes will require new tools of the portfolio type<br />Learning outcomes – artefacts – evaluation – reflexive comments – reports across programs, etc.<br />We will provide concrete examples<br />14<br />
  15. 15. Key building blocks – a model-based approach<br />The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010<br />15<br />
  16. 16. Key building blocks<br />What are the resources? Types? <br />Assembling the resources: creating modules, tasks and programs.<br />Creating different views<br />What are the roles? Instructor, tutor, student<br />Taking care of work-flow <br />Standards (LEAP2A)<br />
  17. 17. 1. Resources<br />1. Resources<br />Files (Power Point, PDF, Doc, etc.)<br />URL<br />Forms <br />Comments <br />17<br />
  18. 18. 1. Resources<br />18<br />Competencies<br />
  19. 19. 2. Assembling the resources<br />19<br />Organizing the resources<br />Structure<br />Unit<br />Context<br />Resources<br />Root<br />Structure<br />Unit<br />Context<br />Resource<br />
  20. 20. 2. Assembling the resources<br />20<br />Root<br />Structure<br />Module #1<br />Course #1<br />Unit<br />Context<br />Presentation<br />Contact information<br />Learning outcomes<br />Learning outcome #1<br />Resource<br />Readings<br />Raynauld, Jacques (2008), Economic Problems and Policy Analysis, Prentice-Hall. Read Chapter 10.<br />Modules<br /> Module 1<br />Module 2<br />Evaluation<br />Assignment#1<br />Assignment #2<br /> Final exam<br />Resources<br />Ministry of the environment website<br />Assignment<br />Link to assignment #1<br />
  21. 21. 2. Assembling the resources<br />21<br />Root<br />Structure<br />Course #1<br />Assignment #1<br />Learning outcomes<br />Learning outcome #1<br />Task<br />Write a 300-word comment to be sent to a newspaper about the environmental impact of offshore drilling.<br />Submit your paper here<br />Upload ….<br />Consultyourevaluationsheethere<br />Link …..<br />Unit<br />Context<br />Presentation<br />Contact information<br />Resource<br />Modules<br /> Module 1<br />Module 2<br />Evaluation<br />Assignment#1<br />Assignment #2<br /> Final exam<br />
  22. 22. 2. Assembling the resources<br />22<br />Root<br />Structure<br />Unit<br />Context<br />Resource<br />
  23. 23. General model<br />Root<br />Gerbé and Raynauld, An Open Syllabus Model, Ed-Media 2009, Honolulu.<br />Structure<br />Unit<br />UnitStructure<br />UnitContent<br />Context<br />UnitContent<br />Context<br />RESSOURCES<br />Internal<br />External<br />Competencies<br />Internal<br />External<br />Root<br />Structure<br />Unit<br />UnitStructure<br />23<br />Competencies<br />
  24. 24. Communication workshop<br />Tasks<br />Initial test<br />Illustrative work<br />Summing-up<br />Module : effective communication<br />Module : design of visual display<br />Portfolio<br />Initial test<br />Objective<br />The initial test seeks to establish a diagnosis of your strengths and weaknesses and plan an individual study guide<br />Description of the test<br />Afterreading the background document, write a 450-wordtextthatincludes a reference and a table. <br />Resources<br />● BackgroundDocument.pdf <br />Resources (student)<br />Upload your test file<br />Detailed feedback sheet<br />My comments on the results of the initial test<br />Communication workshop<br />
  25. 25. Communication workshop<br />Tasks<br />Initial test<br />Illustrative work<br />Summing-up<br />Module : effective communication<br />Module : design of visual display<br />Portfolio<br /> Initial test<br /> Illustrative workSumming-up<br />Initial test<br />Artefact<br />Link to initial test<br />Detailed feedback sheet<br />My comments on the results of the initial test<br />Artefact, feedback sheet and reflexive comments copied to the student institutional portfolio (portfolio the student cannot edit)<br />Communication workshop<br />
  26. 26.
  27. 27. MPASS program<br />News<br />Module 1<br />Task1.1<br />Task1.,2<br />Module 2<br />Resourceslibrary<br />My reflexive approach <br />I specify my goals, my learning outcomes and my workplan<br />Add a comment<br />I find useful resources<br />Add a comment<br />I execute my task<br />Add a comment<br />What I have learned?<br />Add a comment<br />My learning approach<br />My assignments<br />Add an assignment<br />Feedback<br />Resources<br />Add a resource<br />Task 1.1 : Pedagogical reflection and metacognition<br />Description<br />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.<br />Pedagogical Justification<br />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. <br />Targeted skills<br />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.<br />Resources<br />Desgagné, Serge, Récits exemplaires de pratique enseignante : analyse typologique, Presses de l'Université du Québec, 2005, 227 p. <br />Expected work<br />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.<br />Master in pedagogyapplied to health sciences<br />
  28. 28. 3.Creating views<br />28<br />Module #1<br />Course #1<br />Presentation<br />Contact information<br />Learning outcomes<br />Learning outcome #1<br />Readings<br />Raynauld, Jacques (2008), Economic Problems and Policy Analysis, Prentice-Hall. Read Chapter 10.<br />Modules<br /> Module 1<br />Module 2<br />Evaluation<br />Assignment#1<br />Assignment #2<br /> Final exam<br />Resources<br />Ministry of the environment website<br />Assignment<br />Link to assignment #1<br />
  29. 29. 3.Creating views<br />29<br />Module #1<br />Course #2<br />Presentation<br />Contact information<br />Learning outcomes<br />Learning outcome #2<br />Readings<br />Gruber, Jonathan, Health Economics, McGraw-Hill, 2010<br />Read Chapter 2<br />Modules<br /> Module 1<br />Module 2<br />Evaluation<br />Assignment#1<br />Assignment #2<br /> Final exam<br />Resources<br />Ministry of Health website<br />Assignment<br />Link to assignment #2<br />
  30. 30. 3. Creating views - matrices<br />30<br />
  31. 31. Portfolio mock-up<br />Easy to use tool to construct simple learning portfolios with structure, units, context resources and roles<br />Firefox only<br />http://www.matimtl.ca/sitesMATI/GenMaquette_03_En<br />Can be used by real users to test the logic<br />No effort put on the look of the pages<br />How do you see your learning portfolio?<br />31<br />
  32. 32. Portfolio mock-up<br />32<br />
  33. 33. Road-map and questions<br />A complete version of the mock-up shouldbeavailablesoon<br />The GWT main prototype willbeavailable en october 2010<br />jacques.raynauld@hec.ca<br />11th Sakai Conference - June 15-17, 2010<br />33<br />
  34. 34. [Slide Title]<br />[Slide Content]<br />34<br />11th Sakai Conference - June 15-17, 2010<br />
  35. 35. Competencies<br />The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010<br />35<br />
  36. 36. Addinglearningoutcomes<br />11th Sakai Conference - June 15-17, 2010<br />36<br />
  37. 37. Addinglearningoutcomes<br />37<br />11th Sakai Conference - June 15-17, 2010<br />
  38. 38. Addinglearningoutcomes<br />38<br />11th Sakai Conference - June 15-17, 2010<br />
  39. 39. Addinglearningoutcomes<br />39<br />11th Sakai Conference - June 15-17, 2010<br />
  40. 40. [Section Title Slide]<br />[Additional content]<br />11th Sakai Conference - June 15-17, 2010<br />40<br />

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