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.

1. Learning portfolios : a structured approach(http://titanpad.com/MjKU5e2zVO) Jacques Raynauld, Professor, Director HEC Montréal – MATI Montréal Nicole TetaNokam, Research associate, MATI Montréal July 19 2010

2. Objectives of the workshop Discusscharacteristics of learning portfolios? Appreciate the model-basedObjects/Components approach to portfolios Build and use a learning portfolio mock-up Develop a betterunderstanding of the portfolio subtleties and yourneeds Getyour input in the design of ourlearning portfolio tool 2

3. Outline of the workshop Presentationof the participants, organisation, tools, etc. Program-basedapproach and learning portfolios Key building blocks Building and using a portfolio mock-up Our work on a Web 2.0 portfolio tool 3

4. Participants - organisation 11th Sakai Conference - June 15-17, 2010 4

5. 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? 5

6. MATI Montréal MATI Montréal is a research/transfercenter on T&L set up by HEC Montréal, École polytechnique and University of Montréal Workingcurrently on Web 2.0 tools Disclosure : wework on a Sakai tool but École polytechnique isMoodle. 6

7. MATI Montréal Starteda strategic initiative on structured-guided-evaluation-semantic portfolios Numerousprojectsincluding : #1 Program based portfolios (Faculty of education – business school, engineering school) #2Communication workshop (Engineering School) #3 Master in pedagogyapplied to health sciences (School of Medecine) Participated in the development of Open Syllabus / Sakai 2.6 using Google Web Toolkit 7

8. Open Syllabus / Sakai 8

9. 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 TetaNokam is a research associate who will help out 9

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

11. 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 11

12. Learning outcomes – AAC&U 12 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 Writtencommunication Association of American Colleges and Universities http://www.aacu.org/

13. Learning outcomes - CDIO 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. www.cdio.org 13

14. 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 14

15. Key building blocks – a model-based approach The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010 15

16. Key building blocks What are the resources? Types? Assembling the resources: creating modules, tasks and programs. Creating different views What are the roles? Instructor, tutor, student Taking care of work-flow Standards (LEAP2A)

17. 1. Resources 1. Resources Files (Power Point, PDF, Doc, etc.) URL Forms Comments 17

18. 1. Resources 18 Competencies

19. 2. Assembling the resources 19 Organizing the resources Structure Unit Context Resources Root Structure Unit Context Resource

20. 2. Assembling the resources 20 Root Structure Module #1 Course #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

21. 2. Assembling the resources 21 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

22. 2. Assembling the resources 22 Root Structure Unit Context Resource

23. 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 23 Competencies

24. 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

25. 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

27. MPASS program News Module 1 Task1.1 Task1.,2 Module 2 Resourceslibrary 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 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 pedagogyapplied to health sciences

28. 3.Creating views 28 Module #1 Course #1 Presentation Contact information Learning outcomes Learning outcome #1 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

29. 3.Creating views 29 Module #1 Course #2 Presentation Contact information Learning outcomes Learning outcome #2 Readings Gruber, Jonathan, Health Economics, McGraw-Hill, 2010 Read Chapter 2 Modules Module 1 Module 2 Evaluation Assignment#1 Assignment #2 Final exam Resources Ministry of Health website Assignment Link to assignment #2

30. 3. Creating views - matrices 30

31. 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? 31

32. Portfolio mock-up 32

33. Road-map and questions A complete version of the mock-up shouldbeavailablesoon The GWT main prototype willbeavailable en october 2010 jacques.raynauld@hec.ca 11th Sakai Conference - June 15-17, 2010 33

34. [Slide Title] [Slide Content] 34 11th Sakai Conference - June 15-17, 2010

35. Competencies The Association for Authentic, Experiential and Evidence-based Learning, Boston 2010 35

36. Addinglearningoutcomes 11th Sakai Conference - June 15-17, 2010 36

37. Addinglearningoutcomes 37 11th Sakai Conference - June 15-17, 2010

38. Addinglearningoutcomes 38 11th Sakai Conference - June 15-17, 2010

39. Addinglearningoutcomes 39 11th Sakai Conference - June 15-17, 2010

40. [Section Title Slide] [Additional content] 11th Sakai Conference - June 15-17, 2010 40