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2010 06 16 Sakai BOF MPASS, a medical reflexive learning portfolio

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Robert Gerin-Lajoie

This document discusses developing a learning portfolio tool in Sakai 3 for medical education. It aims to support competency-based learning strategies like reflection, collaboration, and communication. The tool will provide a structured way for students to receive guidance and feedback through reflection, peer collaboration, and input from professors. This is needed because existing tools do not fully support the new pedagogical framework. Developers will work with professors to define the strategies, user roles and flows, and screens before building a proof of concept in Sakai 3. The project involves various groups who will collaborate to define the underlying semantics and implementation.

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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 educationRobert Gérin-LajoieDirecteur du BENADr. Richard Ratelle,Directeur TI, CPASS
Medical education use competency based learningRethinking the pedagogical approachA multi-years processAn international mutationCanMed define 7 general competenciesIncluding Reflection (under Scholar), Collaboration and Communication
Pedagogical strategyLearning portfolio Structured guidanceReflection et meta-cognitionCollaboration with peers and mentorsRetroaction from professors or supervisorsLearning portfolio is different fromAn evaluation portfolioA presentation portfolioA personal portfolio
A new tool for a new frameworkOld tools doesn’t fit the needWebCT, Moodle, Sakai 2-OSPWe have tried OSP with the Aristote project in 2008-2009Not tailored to this new learning strategyDefining a new toolDefine the pedagogical strategies with professors and instructional designersDefine users roles and flowsDefine mock-up screens, reusing Sakai 3 Axure design filesFinally build a proof of concept on Sakai 3
MPASSMicroprogramme de pédagogie appliquée aux sciences de la santéMPASSRéférentiel de compétencesParcoursCours actuelResponsable du coursLe PARCOURS duMICROPROGRAMME I …Parcours de formationMicroprogramme IMicroprogramme IIDiplômeMaîtriseSOUTIEN À L’APPRENTISSAGEBanque de ressourcesTuteursApprendre à utiliser des ressources documentairesTrouver des ressources documentairesPédagogie des sciences de la santéNOUVELLES…Banque de ressourcesPortfolioCommunauté de pratiques© 2009-2010. CEFES – Université de MontréalConception: Marilou Bélisle
2010 06 16 Sakai BOF MPASS, a medical reflexive learning portfolio
2010 06 16 Sakai BOF MPASS, a medical reflexive learning portfolio
2010 06 16 Sakai BOF MPASS, a medical reflexive learning portfolio
Going to the live demo
Lessons learnedSakai 3 (Nakamura) is a perfect toolbox to develop new pedagogical strategiesTo develop a new tool in Sakai 3, we will need to define with the community the data and name spaceWhere to place tool data in the users spaces and in the sites spacesHow to name objectsThe relationship between students artefacts, and courses, modules or tasks directives should be expressed with and based onA generic way to express all the semantic relationships, RDF or equivalent Leap2a, the Portfolio standard, and a good candidate for a generic semantic
What’s next?Build the collaborative project and resources MATI, overall UdeM campus research unitCPASS, Medical Pedagocial Center, UdeMBENA, U de MCRIMWork with the Sakai communityDefine the underneath semanticDefine the best ways to implement the relationship between students objects and courses objects in Nakamura.Define the various tools boundaries

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2010 06 16 Sakai BOF MPASS, a medical reflexive learning portfolio

  • 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 educationRobert Gérin-LajoieDirecteur du BENADr. Richard Ratelle,Directeur TI, CPASS
  • 2. Medical education use competency based learningRethinking the pedagogical approachA multi-years processAn international mutationCanMed define 7 general competenciesIncluding Reflection (under Scholar), Collaboration and Communication
  • 3. Pedagogical strategyLearning portfolio Structured guidanceReflection et meta-cognitionCollaboration with peers and mentorsRetroaction from professors or supervisorsLearning portfolio is different fromAn evaluation portfolioA presentation portfolioA personal portfolio
  • 4. A new tool for a new frameworkOld tools doesn’t fit the needWebCT, Moodle, Sakai 2-OSPWe have tried OSP with the Aristote project in 2008-2009Not tailored to this new learning strategyDefining a new toolDefine the pedagogical strategies with professors and instructional designersDefine users roles and flowsDefine mock-up screens, reusing Sakai 3 Axure design filesFinally build a proof of concept on Sakai 3
  • 5. MPASSMicroprogramme de pédagogie appliquée aux sciences de la santéMPASSRéférentiel de compétencesParcoursCours actuelResponsable du coursLe PARCOURS duMICROPROGRAMME I …Parcours de formationMicroprogramme IMicroprogramme IIDiplômeMaîtriseSOUTIEN À L’APPRENTISSAGEBanque de ressourcesTuteursApprendre à utiliser des ressources documentairesTrouver des ressources documentairesPédagogie des sciences de la santéNOUVELLES…Banque de ressourcesPortfolioCommunauté de pratiques© 2009-2010. CEFES – Université de MontréalConception: Marilou Bélisle
  • 9. Going to the live demo
  • 10. Lessons learnedSakai 3 (Nakamura) is a perfect toolbox to develop new pedagogical strategiesTo develop a new tool in Sakai 3, we will need to define with the community the data and name spaceWhere to place tool data in the users spaces and in the sites spacesHow to name objectsThe relationship between students artefacts, and courses, modules or tasks directives should be expressed with and based onA 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 unitCPASS, Medical Pedagocial Center, UdeMBENA, U de MCRIMWork with the Sakai communityDefine the underneath semanticDefine the best ways to implement the relationship between students objects and courses objects in Nakamura.Define the various tools boundaries