MPASS - A proof of concept in Sakai 3 for a learning portfolio in medical education

1. MPASSMaîtrise en Pédagogieappliquée au Sciences de la SantéMaster in pedagogy applied to Health SciencesA proof of concept in Sakai 3 for a learning portfolio in medical education Robert Gérin-LajoieDirecteur du BENA Dr. Richard Ratelle, Directeur TI, CPASS

2. Medical education use competency based learning Rethinking the pedagogical approach A multi-years process An international mutation CanMed define 7 general competencies Including Reflection (under Scholar), Collaboration and Communication

3. Pedagogical strategy Learning portfolio Structured guidance Reflection et meta-cognition Collaboration with peers and mentors Retroaction from professors or supervisors Learning portfolio is different from An evaluation portfolio A presentation portfolio A personal portfolio

4. A new tool for a new framework Old tools doesn’t fit the need WebCT, Moodle, Sakai 2-OSP We have tried OSP with the Aristote project in 2008-2009 Not tailored to this new learning strategy Defining a new tool Define the pedagogical strategies with professors and instructional designers Define users roles and flows Define mock-up screens, reusing Sakai 3 Axure design files Finally build a proof of concept on Sakai 3

5. MPASS Microprogramme de pédagogie appliquée aux sciences de la santé MPASS Référentiel de compétences Parcours Cours actuel Responsable du cours Le PARCOURS duMICROPROGRAMME I … Parcours de formation Microprogramme I Microprogramme II Diplôme Maîtrise SOUTIEN À L’APPRENTISSAGE Banque de ressources Tuteurs Apprendre à utiliser des ressources documentaires Trouver des ressources documentaires Pédagogie des sciences de la santé NOUVELLES … Banque de ressources Portfolio Communauté de pratiques © 2009-2010. CEFES – Université de MontréalConception: Marilou Bélisle

9. Going to the live demo

10. Lessons learned Sakai 3 (Nakamura) is a perfect toolbox to develop new pedagogical strategies To develop a new tool in Sakai 3, we will need to define with the community the data and name space Where to place tool data in the users spaces and in the sites spaces How to name objects The relationship between students artefacts, and courses, modules or tasks directives should be expressed with and based on A generic way to express all the semantic relationships, RDF or equivalent Leap2a, the Portfolio standard, and a good candidate for a generic semantic

11. What’s next? Build the collaborative project and resources MATI, overall UdeM campus research unit CPASS, Medical Pedagocial Center, UdeM BENA, U de M CRIM Work with the Sakai community Define the underneath semantic Define the best ways to implement the relationship between students objects and courses objects in Nakamura. Define the various tools boundaries