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Jacques Raynauld Professor, HEC Montréal Director– MATI Montréal August 4 2010

Guided Portfolios Models and tools developed on the University of Montréal campus Part I - Overview. Jacques Raynauld Professor, HEC Montréal Director– MATI Montréal August 4 2010. Outline of the presentation. Part 1 MATI Montréal : discussion of our portfolio projects

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Jacques Raynauld Professor, HEC Montréal Director– MATI Montréal August 4 2010

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  1. Guided PortfoliosModels and tools developed on the University of Montréal campusPart I - Overview Jacques RaynauldProfessor, HEC Montréal Director– MATI Montréal August 4 2010

  2. Outline of the presentation Part 1 • MATI Montréal : discussion of our portfolio projects • Key buiding blocks – a Model-basedapproach to portfolios • A suite of tools • Road-map Part 2 • Building a real portfolio usingourmock-up

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

  4. MATI Montréal • In September 2009, started a strategic initiative on guided-structured-portfolios • Numerousprojectsincluding : • #1 Program based portfolios (Faculty of education – Business School, Engineering School) • #2 Communication workshop (Engineering School) • #3 Learning portfolios : Master in pedagogyapplied to health sciences (School of Medecine) • #4 eCurriculum vitae or CV (Business School)

  5. MATI Montréal • Contributed to the development of Open Syllabus / Sakai 2.6 using Google Web Toolkitframework (javascript) • Working to generalize the Open Syllabus enginesoitcouldwork as well for portfolios and be … • …an Open Social gadget with all the nice Web 2.0 featuresincludingwidgets -Sakai 3 compatible.

  6. Open Syllabus / Sakai

  7. Open Syllabus • Video Video : http://vimeo.com/12495226 • Slide share presentation : • http://www.slideshare.net/jacquesr54/open-syllabus-in-sakai-26-up-and-running

  8. Key building blocks – a model-based approach to portfolios The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010

  9. Key building blocks • What are the resources? Types? • Assembling the resources: creating modules, tasks and programs. Not discussed in this presentation • Creating different views • What are the roles? Instructor, tutor, student • Taking care of workflow • Standards (LEAP2A)

  10. 1. Resources • 1. Resources • Text • Files (Power Point, PDF, Doc, videos, etc.) • URL • Forms • Comments • Widgets

  11. 1. Resources • Learning outcomes/competencies Civic knowledge & engagement (local & global) Creativethinking Criticalthinking Ethicalreasoning & action Foundations & skills for lifelonglearning Information literacy Inquiry & analysis Integrativelearning Interculturalknowledge & competence Oral communication Problemsolving Quantitative literacy Teamwork Written communication Association of American Colleges and Universities http://www.aacu.org/

  12. 1. Resources • Rubrics Association of American Colleges and Universities http://www.aacu.org/

  13. 2. Assembling the resources Root Structure • Organizing the resources according to a model approach • Structure • Unit • Context • Resources Unit Context Resource

  14. 2. Assembling the resources Root Structure Course #1 Module #1 Unit Context Presentation Contact information Learning outcomes Learning outcome #1 Resource Readings Raynauld, Jacques (2008), Economic Problems and Policy Analysis, Prentice-Hall. Read Chapter 10. Modules Module 1 Module 2 Evaluation Assignment #1 Assignment #2 Final exam Resources Ministry of the environment website Assignment Link to assignment #1

  15. 2. Assembling the resources Root Structure Course #1 Assignment #1 Learning outcomes Learning outcome #1 Task Write a 300-word comment to be sent to a newspaper about the environmental impact of offshore drilling. Submit your paper here Upload …. Consultyourevaluationsheethere Link ….. Unit Context Presentation Contact information Resource Modules Module 1 Module 2 Evaluation Assignment #1 Assignment #2 Final exam

  16. General model Root Gerbé and Raynauld, An Open Syllabus Model, Ed-Media 2009, Honolulu. Structure Unit UnitStructure UnitContent Context UnitContent Context RESSOURCES Internal External Competencies Internal External Root Structure Unit UnitStructure Competencies

  17. Communication workshop Tasks Initial test Illustrative work Summing-up Module : effective communication Module : design of visual display Portfolio Initial test Objective The initial test seeks to establish a diagnosis of your strengths and weaknesses and plan an individual study guide Description of the test Afterreading the background document, write a 450-wordtextthatincludes 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 Communication workshop

  18. Communication workshop Tasks Initial test Illustrative work Summing-up Module : effective communication Module : design of visual display Portfolio Initial test Illustrative workSumming-up Initial test Artefact Link to initial test Detailed feedback sheet My comments on the results of the initial test Artefact, feedback sheet and reflexive comments copied to the student institutional portfolio (portfolio the student cannot edit) Communication workshop

  19. MPASS program News Module 1 Task1.1 Task1.,2 Module 2 Resourceslibrary 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. My reflexive approach I specify my goals, my learning outcomes and my workplan Add a comment I find useful resources Add a comment I execute my task Add a comment What I have learned? Add a comment My learning approach My assignments Add an assignment Feedback Resources Add a resource Master in pedagogyapplied to health sciences

  20. OSP cell Portfolio Year 1 (cell) Learning outcomes Teamwork Years Year 1 Year 2 Guidance These are the instructions Learning outcomes Teamwork Communication This is the rationale Link to an example file Rubric Contributes to Team Meetings Helps the team move forward by articulating the merits of alternative ideas or proposals. Submission form Artefact file submission Feedback Evaluation form

  21. A suite of tools XML is an abstract ≠ implementation representation • Requirements gathering • Mock-up (building the portfolio XML model) • Feed the XML model in the GWT prototype Creation of specialized views, features, special CSS, etc. Mock-up is great for community appropriation and discussion. Can be used in a small pilot to test ideas.

  22. Road-map and questions • A complete version of the mock-up shouldbeavailable by the end of August http://www.matimtl.ca/sitesMATI/GenMaquette • The GWT/Web 2.0 main prototype willbeavailable in October 2010 • Discussion for a possible contribution to Sakai 3 • Jacques.raynauld@hec.ca • Part II : Mock-up demo 11th Sakai Conference - June 15-17, 2010

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