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Epic2011 Assessement Portfolios

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In this presentation, we discuss the integration pf OpenSyllabus, a scenario creation tool, to EMAEVAL, a competency management and gradebook tool. OpenSyllabus proposes a model-based approach to create simple scenarios to describe activities, actors and resources (competencies, files, evaluation rubrics, comments, etc.). EMAEVAL offers extensive functionalities to describe competencies frameworks, coordinate the actors’ tasks including those of the tutors, validate students’ competencies, produce summary reports and emit proficiency certificates according to simple or elaborate rules. This integration offers a very nice flexibility for learning scenarios yet preserving a very robust back-end to monitor students’ accomplishments.

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Epic2011 Assessement Portfolios

  1. 1. Assessment Portfolios: An Integrated Model-Based Approach Supporting The Needs And Scenarios Across Users<br />Jacques Raynauld, HEC Montréal and MATI Montréal<br />Christian Martel, Université de Savoie and Pentila<br />
  2. 2. Key Words<br />Flexible<br />Comprehensive<br />Epic 2011 Conference – London, UK– July 11-13<br />2<br />
  3. 3. Overview<br />Our portfolio vision<br />Twofundamental portfolio challenges<br />Our solution : integration of twocomplementarytools<br />OpenSyllabus<br />EmaEvaL<br />Demo of proof of concept<br />Future work and Road-map<br />Epic 2011 Conference – London, UK– July 11-13<br />3<br />
  4. 4. Context<br />MATI Montréal is a research center for HEC Montréal, École polytechnique and University of Montréal<br />Started a strategic initiative on guided- assessment portfolios in 2008 – manyschoolsinvolved<br />4<br />Epic 2011 Conference – London, UK– July 11-13<br />
  5. 5. Context<br />Université de Savoie– group of researchers worked on the project since 2007<br />Pentila : spin-off on an assessment solution<br />EvalComp Consortium: community of French universities using the system since 2009<br />5<br />Epic 2011 Conference – London, UK– July 11-13<br />
  6. 6. Our portfolio vision<br />The assessment or evaluation process is the key driving force for individuals to create artefacts that will populate their portfolios<br />Epic 2011 Conference – London, UK– July 11-13<br />6<br />
  7. 7. Two fundamental challenges<br />Many actors or activities involved in the creation of artefacts<br />Course related activities (instructors)<br />Internships (outside supervisors)<br />Co-curricular activities (peer)<br />Others<br />Epic 2011 Conference – London, UK– July 11-13<br />7<br />
  8. 8. Two fundamental challenges<br />Need to keep track of all the results in light of skills or competencies framework<br />Different scales<br />Different rules<br />Over time<br />Need for a very flexible tool or set of tools<br />Epic 2011 Conference – London, UK– July 11-13<br />8<br />
  9. 9. Our solution – integration of two complementary tools<br />A flexible and semantic authoring environment to create and sequence learning activities<br />Open Syllabus : used since 2003 at HEC Montréal – now a Sakai 2.8 tool (10 000 students)<br />A comprehensive tool to manage any evaluation process<br />EmaEval : used in numerous French universities since 2009 (6 000 students)<br />Epic 2011 Conference – London, UK– July 11-13<br />9<br />
  10. 10. Open Syllabus<br />An open source model-based approach to organize the content of any pedagogical structure (skills framework, program, course, portfolio)<br />1. Resources + 2. structure + 3. role + 4. workflow<br />Epic 2011 Conference – London, UK– July 11-13<br />10<br />
  11. 11. Open Syllabus<br />1. Resources<br />Text<br />Files (Power Point, PDF, Doc, videos, etc.)<br />URL<br />Comments<br />11<br />Epic 2011 Conference – London, UK– July 11-13<br />
  12. 12. Open Syllabus<br />Learning outcomes/competencies<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 />…….<br />Association of American Colleges and Universities<br />http://www.aacu.org/<br />12<br />Epic 2011 Conference – London, UK– July 11-13<br />
  13. 13. 1. Resources<br />Rubrics (forms)<br />Association of American Colleges and Universities<br />http://www.aacu.org/<br />13<br />Epic 2011 Conference – London, UK– July 11-13<br />
  14. 14. Open Syllabus<br />Organizing the resources according to a model approach<br />Structure<br />Unit<br />Context<br />Resources<br />Root<br />Structure<br />Unit<br />Context<br />Resource<br />14<br />Epic 2011 Conference – London, UK– July 11-13<br />
  15. 15. Open Syllabus <br />Root<br />Structure<br />Competency 1<br />Porfolio<br />Unit<br />Context<br />Instructions<br />Text file (instructor)<br />Year1<br />Resource<br /> Competency 1<br /> Competency 2<br />Submit form<br />Form to submit the artefact (student)<br />Year 2<br /> Competency 1<br /> Competency 2<br />Evaluation<br />Grading rubric form (tutor)<br />4. Workflow<br />3. Role<br />15<br />Epic 2011 Conference – London, UK– July 11-13<br />
  16. 16. EmaEval<br />A fully integrated management tool<br />Integration of all the functionalities related to the evaluation, validation and certification of knowledge and competencies for the education sector<br />16<br />Epic 2011 Conference – London, UK– July 11-13<br />
  17. 17. EmaEval Functionalities<br />Definition of training programs (role distribution, institutional rules, etc.)<br />Definition of the competency framework<br />Choice of the evaluation scenario (quiz, session paper, validation of non-formal and informal learning, auto-evaluation, peer evaluation, …)<br />Choice of evaluation methods (criteria, scales, ..)<br />Follow-up of individual of collective progress<br />Committeeand certificates emission<br />Link to administrative systems (results, etc.)<br />Epic 2011 Conference – London, UK– July 11-13<br />17<br />
  18. 18. EmaEval<br />18<br />Epic 2011 Conference – London, UK– July 11-13<br />
  19. 19. EmaEval<br />19<br />Epic 2011 Conference – London, UK– July 11-13<br />
  20. 20. Open Syllabus EmaEval<br />Google WebToolKit<br />BonitaWorkflow<br />Jack-Rabbit<br />Google WebToolKitjavascriptwidgets<br />Sling REST API<br />Jack-Rabbit<br />Use of external open source tools (ORBEON, EMaEval)<br />20<br />Epic 2011 Conference – London, UK– July 11-13<br />
  21. 21. Demo of proof of concept<br />OpenSyllabus<br />Set the competencyframework<br />Create a set of activities<br />Specify the roles<br />Identify the evaluationactivities , theirsequences and the criteriaused<br />EmaEval<br />Synchronizemanually the comp. framework<br />Synchronize the roles<br />Synchronize the activities and the criteriaused<br />Set of Web services thatlink the differenttools to play the assessementactivities<br />
  22. 22. July 2009<br />All these entries are activities to beexecutedsequentially by the actors<br />10th Sakai Conference - Boston, MA, U.S.A.<br />22<br />
  23. 23. 23<br />Epic 2011 Conference – London, UK– July 11-13<br />
  24. 24. Integration and demo<br />Additional scenarios<br />Course work : different scales by different instructors<br />Workshop : auto-evaluation<br />Internship : same skills are graded by numerous evaluators<br />Co-curricular activities : the students choose the skills + peer evaluation<br />Epic 2011 Conference – London, UK– July 11-13<br />24<br />
  25. 25. Road-map<br />Proof of concept isworking fine – weunderstand the wholechain – very flexible<br />Small Pilot in Septemberwith École polytechnique de Montréal<br />Automation of the links between the twoplatforms<br />More stable and robust application nextyear<br />Epic 2011 Conference – London, UK– July 11-13<br />25<br />
  26. 26. Road-map<br />Vimoscreencast<br />Paper on the conference site<br />Jacques.raynauld@hec.ca<br />Christian.Martel@univ-savoie.fr<br />Questions?<br />Epic 2011 Conference – London, UK– July 11-13<br />26<br />

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