http://wiki.oneville.org/oneville/api.php?action=feedcontributions&feedformat=atom&user=67.134.207.224 2026-06-26T07:51:04Z User contributions MediaWiki 1.43.6 http://wiki.oneville.org/main/?title=Participatory_design_research&diff=140 2011-05-17T18:04:24Z

<p>67.134.207.224: </p> <hr /> <div>Our process of participatory design research has been our method of learning, with community members, which communications need to be improved and how to do it. See [[OneVille's principles]].<br /> <br /> Researchers and companies typically design tech tools for education and then head to schools to try them. Many avoid the bottlenecks of public schools altogether. Policymakers typically just tell youth and educators regulations constraining such tools’ use in public schools. Put together, this leaves young people, families, and educators in “traditional” public schools with little power to direct the use of technology in 21st century public education. So, how might diverse youth, educators, families, and researchers instead come together to co-design uses of social and digital media that effectively support young people’s learning in diverse, mixed-income, and traditional public schools? How might such efforts transform public schools from the inside out?<br /> <br /> What's been particularly exciting to us about working in Somerville is that we've had the chance to engage young people, families and teachers in design efforts to bring tech into the everyday core of life and communication in “regular” public schools. <br /> <br /> The OneVille Project has been a fully cooperative exploration of how commonplace technology might help diverse people work together toward youths’ success by helping them share information, efforts, and resources. The best way to learn about possible communication solutions, we have argued, is to work together with students, parents, and educators to design them -- to determine who needed to share which information with whom and then test ways to facilitate that communication. We have designed and tested improvements to the communication infrastructure by joining educators, families, and young people in work designed to improve and innovate in education, while studying it. This is participatory design research -- for many of us, a new application of ethnographic methods.<br /> <br /> Ethnography is about XXX. The method assumes that some phenomena that are crucially important to young people, to educators, to families, cannot be understood unless you are there, and participating and observing everyday life and asking questions of people in person. Understanding some phenomena, like everyday communication needs and experiences in public schools, requires forming real relationships with people, experiencing the communications they experience, and analyzing those communications over time.<br /> <br /> Participatory design research, which Dede (xx) calls a form of ethnography (CITE), IS about YYYY. [CITES HERE to design research and community-based/action research]<br /> <br /> In Somerville, we began with xxx, and ended up doing ZZZ.<br /> <br /> In this daily collaboration with people in Somerville, we’ve realized the need to improve the entire communication infrastructure of public schools and also grasped the potential of technology for doing so. Had we been too afraid to leap over the cliff methodologically or to join people in an attempt to improve something, we would have learned nothing new at all. So, we’re coming to see that joining educators, youth, and families in efforts to improve schools, while rigorously studying those efforts in detail, may be one of the most important ways available to us of actually improving education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Participatory_design_research&diff=139 2011-05-17T18:02:20Z

<p>67.134.207.224: </p> <hr /> <div>Our process of participatory design research has been our method of learning, with community members, which communications need to be improved and how to do it. See [[OneVille's principles]].<br /> <br /> What's been particularly exciting to us about working in Somerville is that we've had the chance to engage young people, families and teachers in design efforts to bring tech into the everyday core of life and communication in “regular” public schools. How might such participatory design research efforts transform public schools from the inside out?<br /> <br /> The OneVille Project has been a fully cooperative exploration of how commonplace technology might help diverse people work together toward youths’ success by helping them share information, efforts, and resources. The best way to learn about possible communication solutions, we have argued, is to work together with students, parents, and educators to design them -- to determine who needed to share which information with whom and then test ways to facilitate that communication. We have designed and tested improvements to the communication infrastructure by joining educators, families, and young people in work designed to improve and innovate in education, while studying it. This is participatory design research -- for many of us, a new application of ethnographic methods.<br /> <br /> Ethnography is about XXX. The method assumes that some phenomena that are crucially important to young people, to educators, to families, cannot be understood unless you are there, and participating and observing everyday life and asking questions of people in person. Understanding some phenomena, like everyday communication needs and experiences in public schools, requires forming real relationships with people, experiencing the communications they experience, and analyzing those communications over time.<br /> <br /> Participatory design research, which Dede (xx) calls a form of ethnography (CITE), IS about YYYY. [CITES HERE to design research and community-based/action research]<br /> <br /> In Somerville, we began with xxx, and ended up doing ZZZ.<br /> <br /> In this daily collaboration with people in Somerville, we’ve realized the need to improve the entire communication infrastructure of public schools and also grasped the potential of technology for doing so. Had we been too afraid to leap over the cliff methodologically or to join people in an attempt to improve something, we would have learned nothing new at all. So, we’re coming to see that joining educators, youth, and families in efforts to improve schools, while rigorously studying those efforts in detail, may be one of the most important ways available to us of actually improving education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=OneVille%27s_principles&diff=138 2011-05-17T18:00:56Z

<p>67.134.207.224: </p> <hr /> <div>Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information to a full range of key participants in a child’s life. We want to support people to communicate the following, rapidly and when they need to: <br /> <br /> a) the child’s full range of skills, progress and educational/relevant life experience;<br /> <br /> b) knowledge, information, and resources needed to support young people’s full development. <br /> <br /> Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her. <br /> <br /> So, we contend that the overall direction of needed improvements to the “communication infrastructure” of public education might follow *these two principles*: <br /> <br /> -Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects; <br /> <br /> -Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners.<br /> <br /> This means that with our tools and strategies, we want to eliminate barriers to needed communications between partners. We design our improvements to the communication infrastructure of public schools, accordingly.<br /> <br /> What's been particularly cool about working in Somerville is that we've had the chance to engage young people, families and teachers in design efforts to bring tech into the everyday core of life and communication in “regular” public schools. How might such [[participatory design research]] efforts transform public schools from the inside out?</div>

67.134.207.224 http://wiki.oneville.org/main/?title=OneVille%27s_principles&diff=137 2011-05-17T17:55:15Z

<p>67.134.207.224: </p> <hr /> <div>Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information to a full range of key participants in a child’s life. We want to support people to communicate the following, rapidly and when they need to: <br /> <br /> a) the child’s full range of skills, progress and educational/relevant life experience;<br /> <br /> b) knowledge, information, and resources needed to support young people’s full development. <br /> <br /> Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her. <br /> <br /> So, we contend that the overall direction of needed improvements to the “communication infrastructure” of public education might follow *these two principles*: <br /> <br /> -Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects; <br /> -Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=OneVille%27s_principles&diff=136 2011-05-17T17:53:18Z

<p>67.134.207.224: Created page with &#039;Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information -- a) the whole child’s progress and educati…&#039;</p> <hr /> <div>Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information -- <br /> <br /> a) the whole child’s progress and educational experience, rapidly; <br /> <br /> b) knowledge, information, and resources needed to support young people’s full development <br /> <br /> – to a full range of key participants in a child’s life. <br /> <br /> Circulation of information needs to be multidirectional: getting information from a parent on a child’s situation is as important as getting information to her. <br /> <br /> We contend that the overall direction of needed improvements to the “communication infrastructure” of public education might follow these two principles: <br /> <br /> -Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects; <br /> -Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Participatory_design_research&diff=135 2011-05-17T17:52:18Z

<p>67.134.207.224: </p> <hr /> <div>Our process of participatory design research has been our method of learning, with community members, which communications need to be improved and how to do it. See [[OneVille's principles]]:<br /> <br /> The OneVille Project has been a fully cooperative exploration of how commonplace technology might help diverse people work together toward youths’ success by helping them share information, efforts, and resources. The best way to learn about possible communication solutions, we have argued, is to work together with students, parents, and educators to design them -- to determine who needed to share which information with whom and then test ways to facilitate that communication. We have designed and tested improvements to the communication infrastructure by joining educators, families, and young people in work designed to improve and innovate in education, while studying it. This is participatory design research -- for many of us, a new application of ethnographic methods.<br /> <br /> Ethnography is about XXX. The method assumes that some phenomena that are crucially important to young people, to educators, to families, cannot be understood unless you are there, and participating and observing everyday life and asking questions of people in person. Understanding some phenomena, like everyday communication needs and experiences in public schools, requires forming real relationships with people, experiencing the communications they experience, and analyzing those communications over time.<br /> <br /> Participatory design research, which Dede (xx) calls a form of ethnography (CITE), IS about YYYY. [CITES HERE to design research and community-based/action research]<br /> <br /> In Somerville, we began with xxx, and ended up doing ZZZ.<br /> <br /> In this daily collaboration with people in Somerville, we’ve realized the need to improve the entire communication infrastructure of public schools and also grasped the potential of technology for doing so. Had we been too afraid to leap over the cliff methodologically or to join people in an attempt to improve something, we would have learned nothing new at all. So, we’re coming to see that joining educators, youth, and families in efforts to improve schools, while rigorously studying those efforts in detail, may be one of the most important ways available to us of actually improving education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Participatory_design_research&diff=134 2011-05-17T17:52:06Z

<p>67.134.207.224: </p> <hr /> <div>Our process of participatory design research has been our method of learning, with community members, which communications need to be improved and how to do it. See [OneVille's principles]:<br /> <br /> The OneVille Project has been a fully cooperative exploration of how commonplace technology might help diverse people work together toward youths’ success by helping them share information, efforts, and resources. The best way to learn about possible communication solutions, we have argued, is to work together with students, parents, and educators to design them -- to determine who needed to share which information with whom and then test ways to facilitate that communication. We have designed and tested improvements to the communication infrastructure by joining educators, families, and young people in work designed to improve and innovate in education, while studying it. This is participatory design research -- for many of us, a new application of ethnographic methods.<br /> <br /> Ethnography is about XXX. The method assumes that some phenomena that are crucially important to young people, to educators, to families, cannot be understood unless you are there, and participating and observing everyday life and asking questions of people in person. Understanding some phenomena, like everyday communication needs and experiences in public schools, requires forming real relationships with people, experiencing the communications they experience, and analyzing those communications over time.<br /> <br /> Participatory design research, which Dede (xx) calls a form of ethnography (CITE), IS about YYYY. [CITES HERE to design research and community-based/action research]<br /> <br /> In Somerville, we began with xxx, and ended up doing ZZZ.<br /> <br /> In this daily collaboration with people in Somerville, we’ve realized the need to improve the entire communication infrastructure of public schools and also grasped the potential of technology for doing so. Had we been too afraid to leap over the cliff methodologically or to join people in an attempt to improve something, we would have learned nothing new at all. So, we’re coming to see that joining educators, youth, and families in efforts to improve schools, while rigorously studying those efforts in detail, may be one of the most important ways available to us of actually improving education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Participatory_design_research&diff=133 2011-05-17T17:09:00Z

<p>67.134.207.224: Created page with &#039;Our process of participatory design research has been our method of learning, with community members, which communications need to be improved and how to do it. The OneVille Pr…&#039;</p> <hr /> <div>Our process of participatory design research has been our method of learning, with community members, which communications need to be improved and how to do it. <br /> <br /> The OneVille Project has been a fully cooperative exploration of how commonplace technology might help diverse people work together toward youths’ success by helping them share information, efforts, and resources. The best way to learn about possible communication solutions, we have argued, is to work together with students, parents, and educators to design them -- to determine who needed to share which information with whom and then test ways to facilitate that communication. We have designed and tested improvements to the communication infrastructure by joining educators, families, and young people in work designed to improve and innovate in education, while studying it. This is participatory design research -- for many of us, a new application of ethnographic methods.<br /> <br /> Ethnography is about XXX. The method assumes that some phenomena that are crucially important to young people, to educators, to families, cannot be understood unless you are there, and participating and observing everyday life and asking questions of people in person. Understanding some phenomena, like everyday communication needs and experiences in public schools, requires forming real relationships with people, experiencing the communications they experience, and analyzing those communications over time.<br /> <br /> Participatory design research, which Dede (xx) calls a form of ethnography (CITE), IS about YYYY. [CITES HERE to design research and community-based/action research]<br /> <br /> In Somerville, we began with xxx, and ended up doing ZZZ.<br /> <br /> In this daily collaboration with people in Somerville, we’ve realized the need to improve the entire communication infrastructure of public schools and also grasped the potential of technology for doing so. Had we been too afraid to leap over the cliff methodologically or to join people in an attempt to improve something, we would have learned nothing new at all. So, we’re coming to see that joining educators, youth, and families in efforts to improve schools, while rigorously studying those efforts in detail, may be one of the most important ways available to us of actually improving education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Substantial_literature&diff=132 2011-05-17T17:01:25Z

<p>67.134.207.224: </p> <hr /> <div>Substantial literature ties collaboration among young people’s supporters to student learning, motivation, and persistence in school – and collaboration itself requires communication and information-sharing between the players in young people’s lives. We know from research that youth do better when they get regular feedback from teachers on their classroom performance (Hattie 2008). Teachers teach better when they know how youth are experiencing their classes or how parents say youth are doing at home (Jones and Yonezawa 2008/2009). Parents support their children more effectively when they learn about their children’s performance from teachers (Lawrence-Lightfoot 2003), and when they learn from each other about the resources and opportunities available in the school and community (Mediratta et al 2009, Mickelson and Cousins 2008, Henderson et al 2007, Louie 2004, Lareau 2003). Administrators shepherd and innovate reforms better if they are linked more regularly to other administrators and to their teachers to share information and advice; teachers get more equipped to teach their content if they discuss teaching regularly with other teachers (Daly et al 2010). Research shows that positive relationships between youth and educators and between families and educators involve communicating information on student progress and on available supports for youth (Taveras et al 2010, Nieto 2008, Diamond and Gomez 2004). <br /> <br /> Sharing information and ideas not only builds relationships of mutual support, mentorship, and partnership between these players (Grossman and Bulle 2006). Information-sharing also allows people in young people’s lives to attend closely in real time to the experiences of every learner, reinforce moments of success quickly and effectively, and reduce moments of failure with timely and appropriate intervention. Conversely, a lack of information sharing – a lack of necessary communication between the necessary players in a young person’s life -- contributes to unsuccessful partnership and student failure. <br /> <br /> Work from many fields indicates that communication between the people in a child’s network is essential for these partners’ collaboration. See research on organizational learning and behavior, as applied to education (organizations work better when all stakeholders in the organization are communicating about efforts to reach a common goal) (Spence 2009, Jewell-Sherman 2008); social networking literature, as applied to schools (the more effectively the people in an educational organization communicate, the better they collaborate) (Daly et al, 2010); literature on data-driven decision-making (students are better served when many stakeholders are aware of and discussing specific data on their progress) (Boudett et al 2005); teacher education (teachers serve students better when they are talking to young people and families about youths’ experiences in their classrooms and the efficacy of their own efforts) (Sleeter xx, Nieto 2008, Cochran-Smith and Lytle 2009, Ladson-Billings 2001); community organizing (students are better served when community members are brought into the discussion about ways to support student progress) (Mediratta et al 2009, Warren et al, forthcoming, Oakes and Rogers 2006); family engagement (students are better served when family members are brought into the discussion of student progress and empowered with information about schools) (Taveras et al., 2010; Lawrence-Lightfoot 2003, Henderson et al 2007); youth engagement/motivation (students are better served and more motivated when they are engaged with others in discussions of how to support their own learning and achievement) (Jones and Yonezawa 2002, 2008, 2009; www.efficacy.org.) and, social capital literature, as applied to education (socially networked communities better support student success, because people are sharing information on available resources and supports for youth) (Putnam 2001).<br /> <br /> Just as veins in a body are required for blood and nutrient flow, or nerves in a body are necessary for the literal flow of information between organs, communication channels (Hymes xxx) are needed for the flow of information between communication partners in young people’s lives (including students themselves). In most public schools, however, and particularly in diverse, mixed-income communities, too few channels link youth, parents, educators, and community members to collaborate in youths’ development, or to regularly share information and resources. Stories abound in any public school of parents, particularly low income or English-learner parents, unaware of “how children are doing,” or uninformed about local resources (Mickelson xx); of youth unaware of how they themselves are doing (Fine xxx?), of teachers unaware about their students’ full selves, and vice versa (Morrell xxx, Marc at Columbia xxxx), of tutors, teachers, and other service providers unaware of youth’s experiences with the other participants (xxx) -- in short, of key people unaware of what youth can do, who they are, what assistance they need, and what's available to assist.<br /> <br /> In the OneVille Project, we argue that technology can support such collaboration in public education – that is, support running communication between necessary players of a full range of necessary information -- because it leaps over typical boundaries of ecological “setting” (e.g., Bers et al, 2010), distributing the task of student support to multiple people in multiple settings and at any time. We are also committed to low cost and open-source technology, so that any diverse community can adapt any strategies that work -- and we argue that tech solutions designed in diverse and mixed-income communities are more likely to work in them. Basically, we’re trying to help cross the frontier from 20th century to 21st century student support, empowering more people who share a diverse community to participate in everyday, low-cost ways to support student success collectively (Shirky 2008). So, we’ve been working on pieces that together, add up to an “ecosystem” of communication improvements for public education.<br /> <br /> First, let us share our process of [[participatory design research]] – our method of learning, with community members, which communications need to be improved and how to do it.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Substantial_literature&diff=131 2011-05-17T16:59:46Z

<p>67.134.207.224: </p> <hr /> <div>Substantial literature ties collaboration among young people’s supporters to student learning, motivation, and persistence in school – and collaboration itself requires communication and information-sharing between the players in young people’s lives. We know from research that youth do better when they get regular feedback from teachers on their classroom performance (Hattie 2008). Teachers teach better when they know how youth are experiencing their classes or how parents say youth are doing at home (Jones and Yonezawa 2008/2009). Parents support their children more effectively when they learn about their children’s performance from teachers (Lawrence-Lightfoot 2003), and when they learn from each other about the resources and opportunities available in the school and community (Mediratta et al 2009, Mickelson and Cousins 2008, Henderson et al 2007, Louie 2004, Lareau 2003). Administrators shepherd and innovate reforms better if they are linked more regularly to other administrators and to their teachers to share information and advice; teachers get more equipped to teach their content if they discuss teaching regularly with other teachers (Daly et al 2010). Research shows that positive relationships between youth and educators and between families and educators involve communicating information on student progress and on available supports for youth (Taveras et al 2010, Nieto 2008, Diamond and Gomez 2004). <br /> <br /> Sharing information and ideas not only builds relationships of mutual support, mentorship, and partnership between these players (Grossman and Bulle 2006). Information-sharing also allows people in young people’s lives to attend closely in real time to the experiences of every learner, reinforce moments of success quickly and effectively, and reduce moments of failure with timely and appropriate intervention. Conversely, a lack of information sharing – a lack of necessary communication between the necessary players in a young person’s life -- contributes to unsuccessful partnership and student failure. <br /> <br /> Work from many fields indicates that communication between the people in a child’s network is essential for these partners’ collaboration. See research on organizational learning and behavior, as applied to education (organizations work better when all stakeholders in the organization are communicating about efforts to reach a common goal) (Spence 2009, Jewell-Sherman 2008); social networking literature, as applied to schools (the more effectively the people in an educational organization communicate, the better they collaborate) (Daly et al, 2010); literature on data-driven decision-making (students are better served when many stakeholders are aware of and discussing specific data on their progress) (Boudett et al 2005); teacher education (teachers serve students better when they are talking to young people and families about youths’ experiences in their classrooms and the efficacy of their own efforts) (Sleeter xx, Nieto 2008, Cochran-Smith and Lytle 2009, Ladson-Billings 2001); community organizing (students are better served when community members are brought into the discussion about ways to support student progress) (Mediratta et al 2009, Warren et al, forthcoming, Oakes and Rogers 2006); family engagement (students are better served when family members are brought into the discussion of student progress and empowered with information about schools) (Taveras et al., 2010; Lawrence-Lightfoot 2003, Henderson et al 2007); youth engagement/motivation (students are better served and more motivated when they are engaged with others in discussions of how to support their own learning and achievement) (Jones and Yonezawa 2002, 2008, 2009; www.efficacy.org.) and, social capital literature, as applied to education (socially networked communities better support student success, because people are sharing information on available resources and supports for youth) (Putnam 2001).<br /> <br /> Just as veins in a body are required for blood and nutrient flow, or nerves in a body are necessary for the literal flow of information between organs, communication channels (Hymes xxx) are needed for the flow of information between communication partners in young people’s lives (including students themselves). In most public schools, however, and particularly in diverse, mixed-income communities, too few channels link youth, parents, educators, and community members to collaborate in youths’ development, or to regularly share information and resources. Stories abound in any public school of parents, particularly low income or English-learner parents, unaware of “how children are doing,” or uninformed about local resources (Mickelson xx); of youth unaware of how they themselves are doing (Fine xxx?), of teachers unaware about their students’ full selves, and vice versa (Morrell xxx, Marc at Columbia xxxx), of tutors, teachers, and other service providers unaware of youth’s experiences with the other participants (xxx) -- in short, of key people unaware of what youth can do, who they are, what assistance they need, and what's available to assist.<br /> <br /> In the OneVille Project, argue that technology can support such collaboration in public education – that is, support running communication between necessary players of a full range of necessary information -- because it leaps over typical boundaries of ecological “setting” (e.g., Bers et al, 2010), distributing the task of student support to multiple people in multiple settings and at any time. We are also committed to low cost and open-source technology, so that any diverse community can adapt any strategies that work -- and we argue that tech solutions designed in diverse and mixed-income communities are more likely to work in them. Basically, we’re trying to help cross the frontier from 20th century to 21st century student support, empowering more people who share a diverse community to participate in everyday, low-cost ways to support student success collectively (Shirky 2008). So, we’ve been working on pieces that together, add up to an “ecosystem” of communication improvements for public education.<br /> <br /> First, let us share our process of design research – our [[methods]] of learning, with community members, which communications need to be improved and how to do it.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Substantial_literature&diff=130 2011-05-17T16:59:33Z

<p>67.134.207.224: </p> <hr /> <div>Substantial literature ties collaboration among young people’s supporters to student learning, motivation, and persistence in school – and collaboration itself requires communication and information-sharing between the players in young people’s lives. We know from research that youth do better when they get regular feedback from teachers on their classroom performance (Hattie 2008). Teachers teach better when they know how youth are experiencing their classes or how parents say youth are doing at home (Jones and Yonezawa 2008/2009). Parents support their children more effectively when they learn about their children’s performance from teachers (Lawrence-Lightfoot 2003), and when they learn from each other about the resources and opportunities available in the school and community (Mediratta et al 2009, Mickelson and Cousins 2008, Henderson et al 2007, Louie 2004, Lareau 2003). Administrators shepherd and innovate reforms better if they are linked more regularly to other administrators and to their teachers to share information and advice; teachers get more equipped to teach their content if they discuss teaching regularly with other teachers (Daly et al 2010). Research shows that positive relationships between youth and educators and between families and educators involve communicating information on student progress and on available supports for youth (Taveras et al 2010, Nieto 2008, Diamond and Gomez 2004). <br /> <br /> Sharing information and ideas not only builds relationships of mutual support, mentorship, and partnership between these players (Grossman and Bulle 2006). Information-sharing also allows people in young people’s lives to attend closely in real time to the experiences of every learner, reinforce moments of success quickly and effectively, and reduce moments of failure with timely and appropriate intervention. Conversely, a lack of information sharing – a lack of necessary communication between the necessary players in a young person’s life -- contributes to unsuccessful partnership and student failure. <br /> <br /> Work from many fields indicates that communication between the people in a child’s network is essential for these partners’ collaboration. See research on organizational learning and behavior, as applied to education (organizations work better when all stakeholders in the organization are communicating about efforts to reach a common goal) (Spence 2009, Jewell-Sherman 2008); social networking literature, as applied to schools (the more effectively the people in an educational organization communicate, the better they collaborate) (Daly et al, 2010); literature on data-driven decision-making (students are better served when many stakeholders are aware of and discussing specific data on their progress) (Boudett et al 2005); teacher education (teachers serve students better when they are talking to young people and families about youths’ experiences in their classrooms and the efficacy of their own efforts) (Sleeter xx, Nieto 2008, Cochran-Smith and Lytle 2009, Ladson-Billings 2001); community organizing (students are better served when community members are brought into the discussion about ways to support student progress) (Mediratta et al 2009, Warren et al, forthcoming, Oakes and Rogers 2006); family engagement (students are better served when family members are brought into the discussion of student progress and empowered with information about schools) (Taveras et al., 2010; Lawrence-Lightfoot 2003, Henderson et al 2007); youth engagement/motivation (students are better served and more motivated when they are engaged with others in discussions of how to support their own learning and achievement) (Jones and Yonezawa 2002, 2008, 2009; www.efficacy.org.) and, social capital literature, as applied to education (socially networked communities better support student success, because people are sharing information on available resources and supports for youth) (Putnam 2001).<br /> <br /> Just as veins in a body are required for blood and nutrient flow, or nerves in a body are necessary for the literal flow of information between organs, communication channels (Hymes xxx) are needed for the flow of information between communication partners in young people’s lives (including students themselves). In most public schools, however, and particularly in diverse, mixed-income communities, too few channels link youth, parents, educators, and community members to collaborate in youths’ development, or to regularly share information and resources. Stories abound in any public school of parents, particularly low income or English-learner parents, unaware of “how children are doing,” or uninformed about local resources (Mickelson xx); of youth unaware of how they themselves are doing (Fine xxx?), of teachers unaware about their students’ full selves, and vice versa (Morrell xxx, Marc at Columbia xxxx), of tutors, teachers, and other service providers unaware of youth’s experiences with the other participants (xxx) -- in short, of key people unaware of what youth can do, who they are, what assistance they need, and what's available to assist.<br /> <br /> In the OneVille Project, argue that technology can support such collaboration in public education – that is, support running communication between necessary players of a full range of necessary information -- because it leaps over typical boundaries of ecological “setting” (e.g., Bers et al, 2010), distributing the task of student support to multiple people in multiple settings and at any time. We are also committed to low cost and open-source technology, so that any diverse community can adapt any strategies that work -- and we argue that tech solutions designed in diverse and mixed-income communities are more likely to work in them. Basically, we’re trying to help cross the frontier from 20th century to 21st century student support, empowering more people who share a diverse community to participate in everyday, low-cost ways to support student success collectively (Shirky 2008). So, we’ve been working on pieces that together, add up to an “ecosystem” of communication improvements for public education.<br /> <br /> First, let me share our process of design research – our [[methods]] of learning, with community members, which communications need to be improved and how to do it.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Substantial_literature&diff=129 2011-05-17T16:58:20Z

<p>67.134.207.224: </p> <hr /> <div>Substantial literature ties collaboration among young people’s supporters to student learning, motivation, and persistence in school – and collaboration itself requires communication and information-sharing between the players in young people’s lives. We know from research that youth do better when they get regular feedback from teachers on their classroom performance (Hattie 2008). Teachers teach better when they know how youth are experiencing their classes or how parents say youth are doing at home (Jones and Yonezawa 2008/2009). Parents support their children more effectively when they learn about their children’s performance from teachers (Lawrence-Lightfoot 2003), and when they learn from each other about the resources and opportunities available in the school and community (Mediratta et al 2009, Mickelson and Cousins 2008, Henderson et al 2007, Louie 2004, Lareau 2003). Administrators shepherd and innovate reforms better if they are linked more regularly to other administrators and to their teachers to share information and advice; teachers get more equipped to teach their content if they discuss teaching regularly with other teachers (Daly et al 2010). Research shows that positive relationships between youth and educators and between families and educators involve communicating information on student progress and on available supports for youth (Taveras et al 2010, Nieto 2008, Diamond and Gomez 2004). <br /> <br /> Sharing information and ideas not only builds relationships of mutual support, mentorship, and partnership between these players (Grossman and Bulle 2006). Information-sharing also allows people in young people’s lives to attend closely in real time to the experiences of every learner, reinforce moments of success quickly and effectively, and reduce moments of failure with timely and appropriate intervention. Conversely, a lack of information sharing – a lack of necessary communication between the necessary players in a young person’s life -- contributes to unsuccessful partnership and student failure. <br /> <br /> Work from many fields indicates that communication between the people in a child’s network is essential for these partners’ collaboration. See research on organizational learning and behavior, as applied to education (organizations work better when all stakeholders in the organization are communicating about efforts to reach a common goal) (Spence 2009, Jewell-Sherman 2008); social networking literature, as applied to schools (the more effectively the people in an educational organization communicate, the better they collaborate) (Daly et al, 2010); literature on data-driven decision-making (students are better served when many stakeholders are aware of and discussing specific data on their progress) (Boudett et al 2005); teacher education (teachers serve students better when they are talking to young people and families about youths’ experiences in their classrooms and the efficacy of their own efforts) (Sleeter xx, Nieto 2008, Cochran-Smith and Lytle 2009, Ladson-Billings 2001); community organizing (students are better served when community members are brought into the discussion about ways to support student progress) (Mediratta et al 2009, Warren et al, forthcoming, Oakes and Rogers 2006); family engagement (students are better served when family members are brought into the discussion of student progress and empowered with information about schools) (Taveras et al., 2010; Lawrence-Lightfoot 2003, Henderson et al 2007); youth engagement/motivation (students are better served and more motivated when they are engaged with others in discussions of how to support their own learning and achievement) (Jones and Yonezawa 2002, 2008, 2009; www.efficacy.org.) and, social capital literature, as applied to education (socially networked communities better support student success, because people are sharing information on available resources and supports for youth) (Putnam 2001).<br /> <br /> Just as veins in a body are required for blood and nutrient flow, or nerves in a body are necessary for the literal flow of information between organs, communication channels (Hymes xxx) are needed for the flow of information between communication partners in young people’s lives (including students themselves). In most public schools, however, and particularly in diverse, mixed-income communities, too few channels link youth, parents, educators, and community members to collaborate in youths’ development, or to regularly share information and resources. Stories abound in any public school of parents, particularly low income or English-learner parents, unaware of “how children are doing,” or uninformed about local resources (Mickelson xx); of youth unaware of how they themselves are doing (Fine xxx?), of teachers unaware about their students’ full selves, and vice versa (Morrell xxx, Marc at Columbia xxxx), of tutors, teachers, and other service providers unaware of youth’s experiences with the other participants (xxx) -- in short, of key people unaware of what youth can do, who they are, what assistance they need, and what's available to assist.<br /> <br /> In the OneVille Project, argue that technology can support such collaboration in public education – that is, support running communication between necessary players of a full range of necessary information -- because it leaps over typical boundaries of ecological “setting” (e.g., Bers et al, 2010), distributing the task of student support to multiple people in multiple settings and at any time. We are also committed to low cost and open-source technology, so that any diverse community can adapt any strategies that work -- and we argue that tech solutions designed in diverse and mixed-income communities are more likely to work in them. Basically, we’re trying to help cross the frontier from 20th century to 21st century student support, empowering more people who share a diverse community to participate in everyday, low-cost ways to support student success collectively (Shirky 2008). So, we’ve been working on pieces that together, add up to an “ecosystem” of communication improvements for public education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Substantial_literature&diff=128 2011-05-17T16:54:24Z

<p>67.134.207.224: </p> <hr /> <div>Substantial literature ties collaboration among young people’s supporters to student learning, motivation, and persistence in school – and collaboration itself requires communication and information-sharing between the players in young people’s lives. We know from research that youth do better when they get regular feedback from teachers on their classroom performance (Hattie 2008). Teachers teach better when they know how youth are experiencing their classes or how parents say youth are doing at home (Jones and Yonezawa 2008/2009). Parents support their children more effectively when they learn about their children’s performance from teachers (Lawrence-Lightfoot 2003), and when they learn from each other about the resources and opportunities available in the school and community (Mediratta et al 2009, Mickelson and Cousins 2008, Henderson et al 2007, Louie 2004, Lareau 2003). Administrators shepherd and innovate reforms better if they are linked more regularly to other administrators and to their teachers to share information and advice; teachers get more equipped to teach their content if they discuss teaching regularly with other teachers (Daly et al 2010). Research shows that positive relationships between youth and educators and between families and educators involve communicating information on student progress and on available supports for youth (Taveras et al 2010, Nieto 2008, Diamond and Gomez 2004). <br /> <br /> Sharing information and ideas not only builds relationships of mutual support, mentorship, and partnership between these players (Grossman and Bulle 2006). Information-sharing also allows people in young people’s lives to attend closely in real time to the experiences of every learner, reinforce moments of success quickly and effectively, and reduce moments of failure with timely and appropriate intervention. Conversely, a lack of information sharing – a lack of necessary communication between the necessary players in a young person’s life -- contributes to unsuccessful partnership and student failure. <br /> <br /> Work from many fields indicates that communication between the people in a child’s network is essential for these partners’ collaboration. See research on organizational learning and behavior, as applied to education (organizations work better when all stakeholders in the organization are communicating about efforts to reach a common goal) (Spence 2009, Jewell-Sherman 2008); social networking literature, as applied to schools (the more effectively the people in an educational organization communicate, the better they collaborate) (Daly et al, 2010); literature on data-driven decision-making (students are better served when many stakeholders are aware of and discussing specific data on their progress) (Boudett et al 2005); teacher education (teachers serve students better when they are talking to young people and families about youths’ experiences in their classrooms and the efficacy of their own efforts) (Sleeter xx, Nieto 2008, Cochran-Smith and Lytle 2009, Ladson-Billings 2001); community organizing (students are better served when community members are brought into the discussion about ways to support student progress) (Mediratta et al 2009, Warren et al, forthcoming, Oakes and Rogers 2006); family engagement (students are better served when family members are brought into the discussion of student progress and empowered with information about schools) (Taveras et al., 2010; Lawrence-Lightfoot 2003, Henderson et al 2007); youth engagement/motivation (students are better served and more motivated when they are engaged with others in discussions of how to support their own learning and achievement) (Jones and Yonezawa 2002, 2008, 2009; www.efficacy.org.) and, social capital literature, as applied to education (socially networked communities better support student success, because people are sharing information on available resources and supports for youth) (Putnam 2001).<br /> <br /> Just as veins in a body are required for blood and nutrient flow, or nerves in a body are necessary for the literal flow of information between organs, communication channels (Hymes xxx) are needed for the flow of information between communication partners in young people’s lives (including students themselves). In most public schools, however, and particularly in diverse, mixed-income communities, too few channels link youth, parents, educators, and community members to collaborate in youths’ development, or to regularly share information and resources. Stories abound in any public school of parents, particularly low income or English-learner parents, unaware of “how children are doing,” or uninformed about local resources (Mickelson xx); of youth unaware of how they themselves are doing (Fine xxx?), of teachers unaware about their students’ full selves, and vice versa (Morrell xxx, Marc at Columbia xxxx), of tutors, teachers, and other service providers unaware of youth’s experiences with the other participants (xxx). <br /> <br /> In the OneVille Project, argue that technology can support such collaboration in public education – that is, support running communication between necessary players of a full range of necessary information -- because it leaps over typical boundaries of ecological “setting” (e.g., Bers et al, 2010), distributing the task of student support to multiple people in multiple settings and at any time. We are also committed to low cost and open-source technology, so that any diverse community can adapt any strategies that work -- and we argue that tech solutions designed in diverse and mixed-income communities are more likely to work in them. Basically, we’re trying to help cross the frontier from 20th century to 21st century student support, empowering more people who share a diverse community to participate in everyday, low-cost ways to support student success collectively (Shirky 2008). So, we’ve been working on pieces that together, add up to an “ecosystem” of communication improvements for public education.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Substantial_literature&diff=127 2011-05-17T16:39:35Z

<p>67.134.207.224: Created page with &#039;Research has shown the importance of various forms of communication and information-sharing between the players in young people’s lives. Youth do better when they get regular f…&#039;</p> <hr /> <div>Research has shown the importance of various forms of communication and information-sharing between the players in young people’s lives. Youth do better when they get regular feedback from teachers on their classroom performance (Hattie 2008). Teachers teach better when they know how youth are experiencing their classes or how parents say youth are doing at home (Jones and Yonezawa 2008/2009). Parents support their children more effectively when they learn about their children’s performance from teachers (Lawrence-Lightfoot 2003), and when they learn from each other about the resources and opportunities available in the school and community (Mediratta et al 2009, Mickelson and Cousins 2008, Henderson et al 2007, Louie 2004, Lareau 2003). Administrators shepherd and innovate reforms better if they are linked more regularly to other administrators and to their teachers to share information and advice; teachers get more equipped to teach their content if they discuss teaching regularly with other teachers (Daly et al 2010). Research shows that positive relationships between youth and educators and between families and educators involve sharing information on student progress and on available supports for youth (Taveras et al 2010, Nieto 2008, Diamond and Gomez 2004). Sharing information and ideas not only builds relationships of mutual support, mentorship, and partnership between these players (Grossman and Bulle 2006). Information-sharing also allows people in young people’s lives to attend closely in real time to the experiences of every learner, reinforce moments of success quickly and effectively, and reduce moments of failure with timely and appropriate intervention. Conversely, a lack of information sharing contributes to unsuccessful partnership and student failure. This claim is also supported by work from the fields of organizational learning and behavior, as applied to education (organizations work better when all stakeholders in the organization are talking together toward a common goal) (Spence 2009, Jewell-Sherman 2008); social networking literature, as applied to schools (the more effectively the people in an educational organization communicate, the better they collaborate) (Daly et al, 2010); literature on data-driven decision-making (students are better served when many stakeholders are aware of and discussing specific data on their progress) (Boudett et al 2005); teacher education (teachers serve students better when they are engaged with young people and families in running analysis of youths’ experiences in their classrooms and of the efficacy of their own efforts) (Nieto 2008, Cochran-Smith and Lytle 2009, Ladson-Billings 2001); community organizing (students are better served when community members are brought into the discussion about ways to support student progress) (Mediratta et al 2009, Warren et al, forthcoming, Oakes and Rogers 2006); family engagement (students are better served when family members are brought into the discussion of student progress and empowered with information about schools) (Taveras et al., 2010; Lawrence-Lightfoot 2003, Henderson et al 2007); youth engagement/motivation (students are better served and more motivated when they are engaged with others in discussions of how to support their own learning and achievement) (Jones and Yonezawa 2002, 2008, 2009; www.efficacy.org.) and, social capital literature, as applied to education (socially networked communities better support student success) (Putnam 2001).</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Summary:_Data_dashboards&diff=126 2011-05-17T14:26:39Z

<p>67.134.207.224: </p> <hr /> <div>Teacher, parents, principal, and afterschool staff at the Healey School (K-8): have been working together to create a multilingual online dashboard (online family report card and administrator data view, for quick check-ins on student progress).<br /> <br /> This open source dashboard is designed to help teachers, administrators, parents, and tutors communicate about students' progress toward standard benchmarks. The goal was to create a translated display easily understandable by an immigrant parent. We also wanted to make sure that parents could communicate back about data, to teachers -- and that tutors, teachers, and parents could over time communicate with one another. Most displays of data in schools are one way only, from teacher to parent. <br /> <br /> ==History==<br /> <br /> Greg Nadeau, Somerville resident, had already made an Excel spreadsheet the year before we began work on the dashboard. We did some handywork to get new data onto his spreadsheet and to consider the new &quot;buckets&quot; for data that needed to be displayed (e.g., enrollment and attendance in afterschool programs, which such programs weren't keeping in Somerville's core data system, X2.) SomerPromise, the Mayor's initiative, was also interested in standard data display, particularly the administrative view and the ability to show data on afterschool programs.<br /> <br /> We made Somerville's K-6 report card (typically handed out on paper) online, and added the ability for parents to write back to teachers, in their language, about their reactions.<br /> <br /> Josh Wairi, a 5th grade teacher at the Healey, got interested in the dashboard design when we stopped by his classroom in xxxx; we realized he was already creating spreadsheets of student data from X2. He was interested in quickly displaying and sorting basic data, to supplement his face to face and phone conversations with students and parents. <br /> <br /> The OneVille Online Family Report Card works to close crucial and persistent communication gaps among families, teachers, and afterschool providers. <br /> This dashboard – a free tool for schools -- presents data such as attendance, grades, MCAS and MAP test scores and growth, and teacher comments. In addition, the tool provides a space for family, teacher, and providers to communicate about homework, long-term assignments, demonstration of skills, and social-emotional development. Google Translate assists with translation. <br /> Viewers can message each other through the dashboard's comment/question boxes. This allows parents, teachers, and afterschool staff to collaboratively set goals for student achievement, in partnership with students themselves. <br /> <br /> ==Communications made possible==<br /> <br /> IMAGE HERE FROM PPT: <br /> <br /> Parents typically do not see test scores and attendance on a regular basis. They can log into X2, the information system, but many don't have passwords or don't know they have them, or forget them.<br /> <br /> X2 doesn't show test score growth. Test scores are kept in chronological order and since students take many tests, it is hard for teachers to see growth on a single test from year to year.<br /> <br /> Parents are encouraged to shape their conversation around Somerville's existing rubrics for student achievement, also making them more attuned to those rubrics.<br /> <br /> We are working toward having teachers, tutors, and parents able to communicate on a running basis, with translation from Google. See this mockup: xx</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Citywide_information-sharing&diff=116 2011-04-28T19:09:48Z

<p>67.134.207.224: Created page with &#039;In July 2010, we had a meeting of &quot;mediamakers&quot; from Somerville and brainstormed some citywide problems of communication blockage. From there, we attempted to assist communit…&#039;</p> <hr /> <div>In July 2010, we had a [[meeting of &quot;mediamakers&quot;]] from Somerville and brainstormed some citywide problems of communication blockage. From there, we attempted to assist community calendaring by supporting the district's communications director, who in the end spiffed up her the district's [[calendar]] on her own. We made a [[multilingual video]] at Somerville Community Access Television, on services for young children available at several community organizations. Now, we are supporting an [[Open Cities]] initiative in Somerville, where young bloggers participate in circulating events.</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Overview_and_key_findings:_Schoolwide_toolkit/parent_connector_network&diff=115 2011-04-28T19:06:14Z

<p>67.134.207.224: Created page with &#039;At the Healey School in Somerville, parents hail from xx countries. Some have no computers and no internet. A listserv has long enrolled only some, in a former magnet program now…&#039;</p> <hr /> <div>At the Healey School in Somerville, parents hail from xx countries. Some have no computers and no internet. A listserv has long enrolled only some, in a former magnet program now unifying with the rest of the school. Robocalls home go in four languages; handouts home often don't. Communication from school to home is a huge issue, particularly across boundaries of language and tech access/training. We've been working on a range of school-home and parent-parent communication strategies. In particular, the Parent Connector Network was an idea to link bilingual parents to parents who speak their languages, to support translation and personal relationships by phone. As part of the Parent Connector project, then made a [[hotline]] to answer FAQs from parents and [[Googleforms]] to collect info on how parents are doing.<br /> <br /> We also supported a schoolwide [[wiki]] to be made to support information-sharing during the unification process, and near the end of spring 2011, a [[Googlecalendar.]]<br /> <br /> ===History===<br /> <br /> We began in fall 2009 creating [[Reading Nights]] to link parents across a Kindergarten hallway in face to face efforts to share information on reading with young children. Our events were social, and academic; we met parents who formed the core of the working group that continued to work on schoolwide communication.<br /> <br /> We also created a [[multilingual coffee hour]] model under the guidance of Consuelo Perez, to supplement the typically English-dominated meetings with the principal. <br /> <br /> ===Communications made possible===</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Texting&diff=111 2011-04-28T18:49:35Z

<p>67.134.207.224: </p> <hr /> <div>We've found that texting can be a private backchannel for rapid student support.<br /> <br /> In the texting pilot we've been working with students and teachers at Somerville's alternative school to explore how texting can be a private backchannel for rapid student support. <br /> <br /> == History ==<br /> <br /> This fall, we gave two teachers Google Voice accounts, linked to phone numbers private from their separate phones. Students who wanted to participate gave their teachers their cell phone numbers. We set basic ground rules, and then allowed the group to text when and about what they wanted. In all XX students received and sent texts over the X months.<br /> <br /> We linked xx graduate students from HGSE to students at Full Circle/Next Wave, in texting-based mentoring relationships; this allowed HGSE students both to serve as advisors on career and college and to check in on how the texting with the teachers was going.<br /> <br /> == Channel ==<br /> === Why Txt Messaging? ===<br /> == Set-up ==<br /> <br /> ==Types of Communications Made Possible==<br /> === early relationships===<br /> <br /> ====reminders=====<br /> ====wakeup calls====<br /> ====personal check-ins====<br /> ====health check-ins====<br /> ====texts with mentors====<br /> <br /> ===deepening relationships===<br /> ====queries about progress====<br /> ====dialogues about school and careers====<br /> ====personal updates====</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Texting&diff=110 2011-04-28T18:47:19Z

<p>67.134.207.224: /* Example text */</p> <hr /> <div>We've found that texting can be a private backchannel for rapid student support.<br /> <br /> In the texting pilot we've been working with students and teachers at Somerville's alternative school to explore how texting can be a private backchannel for rapid student support. This fall, we gave two teachers Google Voice accounts, linked to phone numbers private from their separate phones. Students who wanted to participate gave their teachers their cell phone numbers. We set basic ground rules, and then allowed the group to text when and about what they wanted. In all XX students received and sent texts over the X months.<br /> <br /> == History ==<br /> <br /> == Channel ==<br /> === Why Txt Messaging? ===<br /> == Set-up ==<br /> <br /> ==Types of Communications Made Possible==<br /> === early relationships===<br /> <br /> ====reminders=====<br /> ====wakeup calls====<br /> ====check-ins====<br /> <br /> ===deepening relationships===<br /> ====queries about progress====<br /> <br /> ====</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Eportfolio&diff=109 2011-04-28T18:46:51Z

<p>67.134.207.224: Created page with &#039;We have worked with students, teachers, and administrators at Somerville High School to codesign eportfolios on open source software. We consider eportfolios a key &quot;tool&quot; in the …&#039;</p> <hr /> <div>We have worked with students, teachers, and administrators at Somerville High School to codesign eportfolios on open source software. We consider eportfolios a key &quot;tool&quot; in the kit because they support the communication of students' full range of skills, interests, passions, and learning experiences. <br /> <br /> ==History==<br /> <br /> ==Types of Communications Made Possible==</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Summary:_Data_dashboards&diff=108 2011-04-28T18:35:13Z

<p>67.134.207.224: Created page with &#039;We created an open source dashboard to help teachers, administrators, parents, and tutors communicate about students&#039; progress toward standard benchmarks. The goal was to create …&#039;</p> <hr /> <div>We created an open source dashboard to help teachers, administrators, parents, and tutors communicate about students' progress toward standard benchmarks. The goal was to create a translated display easily understandable by an immigrant parent. Most displays of data in schools are one way only, from teacher to parent. We wanted to make sure that parents could communicate back about data, to teachers. -- and that tutors, teachers, and parents could over time communicate with one another.<br /> <br /> ==History==<br /> <br /> Greg Nadeau, Somerville resident, had already made an Excel spreadsheet the year before we began work on the dashboard. We did some handywork to get new data onto his spreadsheet and to consider the new &quot;buckets&quot; for data that needed to be displayed (e.g., enrollment and attendance in afterschool programs, which such programs weren't keeping in Somerville's core data system, X2.) SomerPromise, the Mayor's initiative, was also interested in standard data display, particularly the administrative view and the ability to show data on afterschool programs.<br /> <br /> We made Somerville's K-6 report card (typically handed out on paper) online, and added the ability for parents to write back to teachers, in their language, about their reactions.<br /> <br /> Josh Wairi, a 5th grade teacher at the Healey, got interested in the dashboard design when we stopped by his classroom in xxxx; we realized he was already creating spreadsheets of student data from X2. He was interested in quickly displaying and sorting basic data, to supplement his face to face and phone conversations with students and parents. <br /> <br /> <br /> ==Communications made possible==<br /> <br /> Parents typically do not see test scores and attendance on a regular basis. They can log into X2, the information system, but many don't have passwords or don't know they have them, or forget them.<br /> <br /> X2 doesn't show test score growth. Test scores are kept in chronological order and since students take many tests, it is hard for teachers to see growth on a single test from year to year.<br /> <br /> Parents are encouraged to shape their conversation around Somerville's existing rubrics for student achievement, also making them more attuned to those rubrics.<br /> <br /> We are working toward having teachers, tutors, and parents able to communicate on a running basis, with translation from Google. See this mockup: xx</div>

67.134.207.224 http://wiki.oneville.org/main/?title=Texting&diff=107 2011-04-28T18:23:57Z

<p>67.134.207.224: Created page with &#039;We&#039;ve found that texting can be a private backchannel for rapid student support. In the texting pilot we&#039;ve been working with students and teachers at Somerville&#039;s alternative s…&#039;</p> <hr /> <div>We've found that texting can be a private backchannel for rapid student support.<br /> <br /> In the texting pilot we've been working with students and teachers at Somerville's alternative school to explore how texting can be a private backchannel for rapid student support. This fall, we gave two teachers Google Voice accounts, linked to phone numbers private from their separate phones. Students who wanted to participate gave their teachers their cell phone numbers. We set basic ground rules, and then allowed the group to text when and about what they wanted. In all XX students received and sent texts over the X months.<br /> <br /> == History ==<br /> <br /> == Channel ==<br /> === Why Txt Messaging? ===<br /> == Set-up ==<br /> <br /> ==Example text ==<br /> === early relationships===<br /> <br /> ====reminders=====<br /> ====wakeup calls====<br /> ====check-ins====<br /> <br /> ===deepening relationships===<br /> ====queries about progress====<br /> ====</div>

67.134.207.224