Eportfolio - Revision history

Jeddcohen: /* What communication challenges did this project address? */

2012-07-23T16:13:47Z

What communication challenges did this project address?

← Older revision		Revision as of 16:13, 23 July 2012
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	Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.		Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.

			<p><videoflash type="youtube">9dUuCxV5D7c</videoflash></p>

	One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:		One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:

Jeddcohen: /* What communication challenges did this project address? */

2012-07-23T15:11:17Z

What communication challenges did this project address?

← Older revision		Revision as of 15:11, 23 July 2012
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	Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.		Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.

	~~<p><videoflash type="quicktime">File=OneVille Presentation.mov\|width=320\|height=240\|autoplay=true</videoflash></p>~~

	One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:		One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:

Jeddcohen: /* What communication challenges did this project address? */

2012-07-23T15:09:46Z

What communication challenges did this project address?

← Older revision		Revision as of 15:09, 23 July 2012
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	Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.		Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.

	<qt>~~file~~=OneVille Presentation.mov\|width=320\|height=240\|autoplay=true</qt>		<p><videoflash type="quicktime">File=OneVille Presentation.mov\|width=320\|height=240\|autoplay=true</videoflash></p>

	One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:		One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:

Jeddcohen at 15:06, 23 July 2012

2012-07-23T15:06:59Z

← Older revision		Revision as of 15:06, 23 July 2012
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	In the 2009-10 school year, when the OneVille Project offered to help design online portfolios (eportfolios) at Somerville High School, the Somerville School Improvement Council had already identified that the school’s paper portfolio process needed updating. Some students, teachers and administrators said they considered the existing Somerville High School paper portfolio tradition “a cumbersome collection of paper four times a year.” Teachers and students noted that these paper portfolios, largely stuffed with students’ five-paragraph essays and other assignments curated and evaluated by teachers, were “locked in a file cabinet” and rarely shown to or used by anyone except for during formal accreditation visits. A core of administrators and teachers were excited to explore online portfolios: in comparison to paper folders, online portfolios could hold multimedia documentation of student skills and allow students to share their skills with more supporters (mentors, admissions officers, employers).		In the 2009-10 school year, when the OneVille Project offered to help design online portfolios (eportfolios) at Somerville High School, the Somerville School Improvement Council had already identified that the school’s paper portfolio process needed updating. Some students, teachers and administrators said they considered the existing Somerville High School paper portfolio tradition “a cumbersome collection of paper four times a year.” Teachers and students noted that these paper portfolios, largely stuffed with students’ five-paragraph essays and other assignments curated and evaluated by teachers, were “locked in a file cabinet” and rarely shown to or used by anyone except for during formal accreditation visits. A core of administrators and teachers were excited to explore online portfolios: in comparison to paper folders, online portfolios could hold multimedia documentation of student skills and allow students to share their skills with more supporters (mentors, admissions officers, employers).

	Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning. One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:		Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning.

			<qt>file=OneVille Presentation.mov\|width=320\|height=240\|autoplay=true</qt>

			One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:

	<p><videoflash type="vimeo">25157328</videoflash></p>		<p><videoflash type="vimeo">25157328</videoflash></p>

Jeddcohen at 13:53, 20 July 2012

2012-07-20T13:53:36Z

← Older revision		Revision as of 13:53, 20 July 2012
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	Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning. One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:		Groundwork for the project was laid over a year of collaboration between the OneVille ePortfolio project team and the SHS School Improvement Council and principal. Over two semesters in 2010-11, OneVille’s year-long ePortfolio participatory design project engaged a total of 12 Somerville High School (SHS) teachers and 23 students purposefully chosen to represent a full range of achievement levels and backgrounds. By spring 2011, the group’s eportfolio entries included videos of students narrating their original poetry, solving math equations, and doing physics, as well as interviews with teachers evaluating students’ negotiation skills; photos and commentary on students’ original art, science experiments, and creations from work/internship/after school experiences; and class assignments, including reflections about why students found them particularly valuable for their learning. One early student designer spoke of the communications about students’ skills and talents that the eportfolio infrastructure newly made possible:

	<videoflash type="vimeo">25157328</videoflash>		<p><videoflash type="vimeo">25157328</videoflash></p>


	These students and teachers have sparked an emergent school tradition of such vibrant online “ePortfolios,” with curation and evaluative reflection on entries largely done by students. The ePortfolios designed through our participatory research communicate students’ full spectrum of learning and accomplishments in and out of school and are organized by a set of discrete 21st century skills rather than by broad school subject areas. ePortfolios produced with Web 2.0 tools used only free and open source software, making the ePortfolios sustainable for schools even in times of tight budgets.		These students and teachers have sparked an emergent school tradition of such vibrant online “ePortfolios,” with curation and evaluative reflection on entries largely done by students. The ePortfolios designed through our participatory research communicate students’ full spectrum of learning and accomplishments in and out of school and are organized by a set of discrete 21st century skills rather than by broad school subject areas. ePortfolios produced with Web 2.0 tools used only free and open source software, making the ePortfolios sustainable for schools even in times of tight budgets.

Micapollock: /* How do eportfolios work? How might they be implemented? */

2012-07-20T03:47:26Z

How do eportfolios work? How might they be implemented?

← Older revision		Revision as of 03:47, 20 July 2012
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	:*'''Organizing ePortfolio entries by 21st century skills (rather than by school subjects) can increase the quality and usefulness of ePortfolios. '''We used a “verified resume.”		:*'''Organizing ePortfolio entries by 21st century skills (rather than by school subjects) can increase the quality and usefulness of ePortfolios. '''We used a “verified resume.”
	:*'''Using an implementation approach guided by constructionism --giving students and teachers multiple opportunities to share and discuss their design process and their ePortfolio products --- can greatly improve a school’s ePortfolio design. '''Constructionism (developed by Seymour Papert at the MIT Media Lab) claims that people learn best as they make and design things, and suggests that for the greatest learning to happen, people must share both their design process and what they make with others.		:*'''Using an implementation approach guided by constructionism --giving students and teachers multiple opportunities to share and discuss their design process and their ePortfolio products --- can greatly improve a school’s ePortfolio design. '''Constructionism (developed by Seymour Papert at the MIT Media Lab) claims that people learn best as they make and design things, and suggests that for the greatest learning to happen, people must share both their design process and what they make with others.
	:*'''<font color=red>Somerville High School teachers have made a number of videos helping next teachers and students design eportfolios. Access them here: https://sites.google.com/site/shseportfolio/: </font>		:*'''<font color=red>Somerville High School teachers have made a number of videos helping next teachers and students design eportfolios. Access them here: https://sites.google.com/site/shseportfolio/ </font>

	===How do you know if your school could improve communication?===		===How do you know if your school could improve communication?===

Micapollock: /* How do eportfolios work? How might they be implemented? */

2012-07-20T03:47:08Z

How do eportfolios work? How might they be implemented?

← Older revision		Revision as of 03:47, 20 July 2012
Line 44:		Line 44:
	:*'''Organizing ePortfolio entries by 21st century skills (rather than by school subjects) can increase the quality and usefulness of ePortfolios. '''We used a “verified resume.”		:*'''Organizing ePortfolio entries by 21st century skills (rather than by school subjects) can increase the quality and usefulness of ePortfolios. '''We used a “verified resume.”
	:*'''Using an implementation approach guided by constructionism --giving students and teachers multiple opportunities to share and discuss their design process and their ePortfolio products --- can greatly improve a school’s ePortfolio design. '''Constructionism (developed by Seymour Papert at the MIT Media Lab) claims that people learn best as they make and design things, and suggests that for the greatest learning to happen, people must share both their design process and what they make with others.		:*'''Using an implementation approach guided by constructionism --giving students and teachers multiple opportunities to share and discuss their design process and their ePortfolio products --- can greatly improve a school’s ePortfolio design. '''Constructionism (developed by Seymour Papert at the MIT Media Lab) claims that people learn best as they make and design things, and suggests that for the greatest learning to happen, people must share both their design process and what they make with others.
	:*'''<font color=red>Somerville High School teachers have made a number of videos helping next teachers and students design eportfolios. Access them here: https://sites.google.com/site/shseportfolio/ ~~and, here~~: </font>		:*'''<font color=red>Somerville High School teachers have made a number of videos helping next teachers and students design eportfolios. Access them here: https://sites.google.com/site/shseportfolio/: </font>

	===How do you know if your school could improve communication?===		===How do you know if your school could improve communication?===

Micapollock: /* Why is it important to improve communication? */

2012-03-26T15:47:24Z

Why is it important to improve communication?

← Older revision		Revision as of 15:47, 26 March 2012
Line 30:		Line 30:

	===Why is it important to improve communication?===		===Why is it important to improve communication?===

			:*'''<font color=red>¡Aha!</font> Eportfolios increase communication about student accomplishment across subjects and grades inside school, and about student experiences outside of school.''' Student creation and curation of ePortfolio entries across subjects and grades, and across experiences outside school, increases communication about students’ full range of skills -- and helps teachers better design and personalize instruction.

	:*'''<font color=red>¡Aha!</font color> In comparison to paper portfolios, well-designed ePortfolios communicate to more people who can support young people’s success in and out of school.''' ePortfolios that can be accessed online become useful not only to teachers, counselors and administrators inside schools; they also become useful to parents, mentors & tutors, colleges, and people with job and internship possibilities. Well-designed ePortfolios communicate more content and allow broader access to student work in comparison to paper portfolios. For this reason, eportfolios are increasingly cited as an indicator of school excellence in school accreditation processes.		:*'''<font color=red>¡Aha!</font color> In comparison to paper portfolios, well-designed ePortfolios communicate to more people who can support young people’s success in and out of school.''' ePortfolios that can be accessed online become useful not only to teachers, counselors and administrators inside schools; they also become useful to parents, mentors & tutors, colleges, and people with job and internship possibilities. Well-designed ePortfolios communicate more content and allow broader access to student work in comparison to paper portfolios. For this reason, eportfolios are increasingly cited as an indicator of school excellence in school accreditation processes.

	:*'''<font color=red>¡Aha!</font> Eportfolios increase communication about student accomplishment across subjects and grades inside school, and about student experiences outside of school.''' In particular, student creation and curation of ePortfolio entries across subjects and grades, and across experiences outside school, increases communication about students’ full range of skills -- and helps teachers better design and personalize instruction.

	:*'''<font color=red>¡Aha!</font> Students making eportfolios develop a capacity to articulate the best ways they learn -- and to better advocate for themselves inside and outside school -- by reflecting on their accomplishments and learning experiences across subjects/grades, and on their out-of-school learning experiences.		:*'''<font color=red>¡Aha!</font> Students making eportfolios develop a capacity to articulate the best ways they learn -- and to better advocate for themselves inside and outside school -- by reflecting on their accomplishments and learning experiences across subjects/grades, and on their out-of-school learning experiences.

Micapollock: /* Why is it important to improve communication? */

2012-03-26T15:46:51Z

Why is it important to improve communication?

← Older revision		Revision as of 15:46, 26 March 2012
Line 31:		Line 31:
	===Why is it important to improve communication?===		===Why is it important to improve communication?===

	:*'''<font color=red>¡Aha!</font color> In comparison to paper portfolios, well-designed ePortfolios communicate to more people who can support young people’s success in and out of school.'''ePortfolios that can be accessed online become useful not only to teachers, counselors and administrators inside schools; they also become useful to parents, mentors & tutors, colleges, and people with job and internship possibilities. Well-designed ePortfolios communicate more content and allow broader access to student work in comparison to paper portfolios. For this reason, eportfolios are increasingly cited as an indicator of school excellence in school accreditation processes.		:*'''<font color=red>¡Aha!</font color> In comparison to paper portfolios, well-designed ePortfolios communicate to more people who can support young people’s success in and out of school.''' ePortfolios that can be accessed online become useful not only to teachers, counselors and administrators inside schools; they also become useful to parents, mentors & tutors, colleges, and people with job and internship possibilities. Well-designed ePortfolios communicate more content and allow broader access to student work in comparison to paper portfolios. For this reason, eportfolios are increasingly cited as an indicator of school excellence in school accreditation processes.

	:*'''<font color=red>¡Aha!</font> Eportfolios increase communication about student accomplishment across subjects and grades inside school, and about student experiences outside of school.''' In particular, ~~Student~~ creation and curation of ePortfolio entries across subjects and grades, and across experiences outside school, increases communication about students’ full range of skills -- and helps teachers better design and personalize instruction.		:*'''<font color=red>¡Aha!</font> Eportfolios increase communication about student accomplishment across subjects and grades inside school, and about student experiences outside of school.''' In particular, student creation and curation of ePortfolio entries across subjects and grades, and across experiences outside school, increases communication about students’ full range of skills -- and helps teachers better design and personalize instruction.

	:*'''<font color=red>¡Aha!</font> Students making eportfolios develop a capacity to articulate the best ways they learn -- and to better advocate for themselves inside and outside school -- by reflecting on their accomplishments and learning experiences across subjects/grades, and on their out-of-school learning experiences.		:*'''<font color=red>¡Aha!</font> Students making eportfolios develop a capacity to articulate the best ways they learn -- and to better advocate for themselves inside and outside school -- by reflecting on their accomplishments and learning experiences across subjects/grades, and on their out-of-school learning experiences.

Micapollock: /* Why is it important to improve communication? */

2012-03-26T15:46:25Z

Why is it important to improve communication?

← Older revision		Revision as of 15:46, 26 March 2012
Line 31:		Line 31:
	===Why is it important to improve communication?===		===Why is it important to improve communication?===

	:*'''<font color=red>¡Aha!</font> Well-designed ePortfolios communicate more content and allow broader access to student work in comparison to paper portfolios. For this reason, eportfolios are increasingly cited as an indicator of school excellence in school accreditation processes.		:*'''<font color=red>¡Aha!</font color> In comparison to paper portfolios, well-designed ePortfolios communicate to more people who can support young people’s success in and out of school.'''ePortfolios that can be accessed online become useful not only to teachers, counselors and administrators inside schools; they also become useful to parents, mentors & tutors, colleges, and people with job and internship possibilities. Well-designed ePortfolios communicate more content and allow broader access to student work in comparison to paper portfolios. For this reason, eportfolios are increasingly cited as an indicator of school excellence in school accreditation processes.

	:*'''<font color=red>¡Aha!</font> Eportfolios increase communication about student accomplishment across subjects and grades inside school, and about student experiences outside of school. ~~This creates important opportunities for~~ teachers ~~to improve classroom instruction~~ and ~~better~~ personalize ~~support for students~~.		:*'''<font color=red>¡Aha!</font> Eportfolios increase communication about student accomplishment across subjects and grades inside school, and about student experiences outside of school.''' In particular, Student creation and curation of ePortfolio entries across subjects and grades, and across experiences outside school, increases communication about students’ full range of skills -- and helps teachers better design and personalize instruction.

	:*'''<font color=red>¡Aha!</font> Students making eportfolios develop a capacity to articulate the best ways they learn -- and to better advocate for themselves inside and outside school -- by reflecting on their accomplishments and learning experiences across subjects/grades, and on their out-of-school learning experiences.		:*'''<font color=red>¡Aha!</font> Students making eportfolios develop a capacity to articulate the best ways they learn -- and to better advocate for themselves inside and outside school -- by reflecting on their accomplishments and learning experiences across subjects/grades, and on their out-of-school learning experiences.