http://wiki.oneville.org/oneville/history/Overview_and_key_findings:_ePortfolios?feed=atom&Overview and key findings: ePortfolios - Revision history2024-03-29T04:40:20ZRevision history for this page on the wikiMediaWiki 1.39.5http://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2877&oldid=prevBerkmanSysop: wrapping all videoflash elements in paragraph statements mitigates parsing error2012-07-05T18:45:14Z<p>wrapping all videoflash elements in paragraph statements mitigates parsing error</p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>One indication of the successful local ownership of the ePortfolio project at SHS was that in fall 2011, after the OneVille pilot ended, teachers and students gathered independently to create a 10 minute video about their experience. This video explains their ePortfolio process and the four phases of the project:</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>One indication of the successful local ownership of the ePortfolio project at SHS was that in fall 2011, after the OneVille pilot ended, teachers and students gathered independently to create a 10 minute video about their experience. This video explains their ePortfolio process and the four phases of the project:</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>From paper folders "locked in a cabinet" in 2009, SHS student ePortfolios by the pilot's end in spring 2011 included videos of students narrating their original poetry, solving math equations, and doing physics; interviews with teachers evaluating students' negotiation skills, and videos of students' efforts to learn to skateboard; photos and commentary on students' original art and work experiences; and class assignments students found particularly valuable to their learning. As a student put it, an eportfolio allowed her to communicate new things about herself -- to "show all of the sides of who I am, in one place," to share "little cool things about me" as well as evidence of "being a good student." Teacher Chris Glynn noted that if students entered his class at the beginning of the year with eportfolios communicating their skills and interests, learning would be "so much more individualized!" </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>From paper folders "locked in a cabinet" in 2009, SHS student ePortfolios by the pilot's end in spring 2011 included videos of students narrating their original poetry, solving math equations, and doing physics; interviews with teachers evaluating students' negotiation skills, and videos of students' efforts to learn to skateboard; photos and commentary on students' original art and work experiences; and class assignments students found particularly valuable to their learning. As a student put it, an eportfolio allowed her to communicate new things about herself -- to "show all of the sides of who I am, in one place," to share "little cool things about me" as well as evidence of "being a good student." Teacher Chris Glynn noted that if students entered his class at the beginning of the year with eportfolios communicating their skills and interests, learning would be "so much more individualized!" </div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>This tool was useful, but not nearly as generative as the lively conversations between adult and student participants that ensued. To everyone's surprise, students loved talking about what they did best, using the verified resume as an organizing tool. These conversations became central to ePortfolio entry planning. Typically, we looked at the three or four skills that each student scored themselves highest on and brainstormed about how they could create entries that demonstrated those skills. This face-to-face communication between youth and supporter became the most effective entry point for ePortfolio building. That is, these conversations were the moments when students had an opportunity to recognize and name their gifts and accomplishments. For instance, after one such conversation, one student included not only her artwork, but also photos of her science and social studies projects as evidence under her "creativity" ePortfolio category. Students also innovated with ways to "verify" their skills. For example, this student not only videotaped herself solving a complicated math equation for an "identity" entry because she felt her love of math was part of what defined who she was, she then also videotaped her math teacher complimenting her "negotiation" skills:</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>This tool was useful, but not nearly as generative as the lively conversations between adult and student participants that ensued. To everyone's surprise, students loved talking about what they did best, using the verified resume as an organizing tool. These conversations became central to ePortfolio entry planning. Typically, we looked at the three or four skills that each student scored themselves highest on and brainstormed about how they could create entries that demonstrated those skills. This face-to-face communication between youth and supporter became the most effective entry point for ePortfolio building. That is, these conversations were the moments when students had an opportunity to recognize and name their gifts and accomplishments. For instance, after one such conversation, one student included not only her artwork, but also photos of her science and social studies projects as evidence under her "creativity" ePortfolio category. Students also innovated with ways to "verify" their skills. For example, this student not only videotaped herself solving a complicated math equation for an "identity" entry because she felt her love of math was part of what defined who she was, she then also videotaped her math teacher complimenting her "negotiation" skills:</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The eight 21st century skill categories in Verified Resumes not only helped students to better recognize and name the skills they had; they also made it easy to synergize school subject work across disciplines with out of school experiences. In short, the VR categories made eportfolios even more powerful tools for communicating students' "life-wide" talents: students could see how their interests and skills across school subjects and out of school activities were connected, and they started thinking about how school subjects mattered in "real life" and vice versa. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The eight 21st century skill categories in Verified Resumes not only helped students to better recognize and name the skills they had; they also made it easy to synergize school subject work across disciplines with out of school experiences. In short, the VR categories made eportfolios even more powerful tools for communicating students' "life-wide" talents: students could see how their interests and skills across school subjects and out of school activities were connected, and they started thinking about how school subjects mattered in "real life" and vice versa. </div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2876&oldid=prevBerkmanSysop at 18:41, 5 July 20122012-07-05T18:41:42Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2875&oldid=prevBerkmanSysop at 18:38, 5 July 20122012-07-05T18:38:53Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Communication we hoped to improve==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Communication we hoped to improve==</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>''What aspect of existing communication did we try to improve, so that more people in Somerville could collaborate in young people's success? How'd it go?</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>''What aspect of existing communication did we try to improve, so that more people in Somerville could collaborate in young people's success? How'd it go?:''(Who was involved in the project and how was time together spent? What did the project accomplish?)</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>:''(Who was involved in the project and how was time together spent? What did the project accomplish?)</div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Somerville High School. '''Somerville High School (SHS) is a tremendously diverse public high school with a vibrant, creative school culture. Its student body reflects more than twice the state average of low income, African American, Latino, and Asian students and a vast range of life, work, and learning experiences. SHS also scores 10-20 percent lower on standardized exams than comparable districts. The school needed tools to better communicate what is extraordinary about their students' skills and efforts to students, teachers, administrators, parents, colleges and employers. Here is a video, made by Somerville High School students, about their school:</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Somerville High School. '''Somerville High School (SHS) is a tremendously diverse public high school with a vibrant, creative school culture. Its student body reflects more than twice the state average of low income, African American, Latino, and Asian students and a vast range of life, work, and learning experiences. SHS also scores 10-20 percent lower on standardized exams than comparable districts. The school needed tools to better communicate what is extraordinary about their students' skills and efforts to students, teachers, administrators, parents, colleges and employers. Here is a video, made by Somerville High School students, about their school:</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><videoflash type="vimeo">16964015<del style="font-weight: bold; text-decoration: none;">|480|320</del></videoflash></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"><p></ins><videoflash type="vimeo">16964015</videoflash<ins style="font-weight: bold; text-decoration: none;">></p</ins>></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2874&oldid=prevBerkmanSysop: /* Communication we hoped to improve */2012-07-05T18:37:44Z<p><span dir="auto"><span class="autocomment">Communication we hoped to improve</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 14:37, 5 July 2012</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Somerville High School. '''Somerville High School (SHS) is a tremendously diverse public high school with a vibrant, creative school culture. Its student body reflects more than twice the state average of low income, African American, Latino, and Asian students and a vast range of life, work, and learning experiences. SHS also scores 10-20 percent lower on standardized exams than comparable districts. The school needed tools to better communicate what is extraordinary about their students' skills and efforts to students, teachers, administrators, parents, colleges and employers. Here is a video, made by Somerville High School students, about their school:</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Somerville High School. '''Somerville High School (SHS) is a tremendously diverse public high school with a vibrant, creative school culture. Its student body reflects more than twice the state average of low income, African American, Latino, and Asian students and a vast range of life, work, and learning experiences. SHS also scores 10-20 percent lower on standardized exams than comparable districts. The school needed tools to better communicate what is extraordinary about their students' skills and efforts to students, teachers, administrators, parents, colleges and employers. Here is a video, made by Somerville High School students, about their school:</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><videoflash type="vimeo">16964015|<del style="font-weight: bold; text-decoration: none;">640</del>|<del style="font-weight: bold; text-decoration: none;">480</del></videoflash<del style="font-weight: bold; text-decoration: none;">></del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><videoflash type="vimeo">16964015|<ins style="font-weight: bold; text-decoration: none;">480</ins>|<ins style="font-weight: bold; text-decoration: none;">320</ins></videoflash></div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"><br style="clear:both"</del>></div></td><td colspan="2" class="diff-side-added"></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2873&oldid=prevBerkmanSysop at 18:37, 5 July 20122012-07-05T18:37:08Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 14:37, 5 July 2012</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l12">Line 12:</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Somerville High School. '''Somerville High School (SHS) is a tremendously diverse public high school with a vibrant, creative school culture. Its student body reflects more than twice the state average of low income, African American, Latino, and Asian students and a vast range of life, work, and learning experiences. SHS also scores 10-20 percent lower on standardized exams than comparable districts. The school needed tools to better communicate what is extraordinary about their students' skills and efforts to students, teachers, administrators, parents, colleges and employers. Here is a video, made by Somerville High School students, about their school:</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Somerville High School. '''Somerville High School (SHS) is a tremendously diverse public high school with a vibrant, creative school culture. Its student body reflects more than twice the state average of low income, African American, Latino, and Asian students and a vast range of life, work, and learning experiences. SHS also scores 10-20 percent lower on standardized exams than comparable districts. The school needed tools to better communicate what is extraordinary about their students' skills and efforts to students, teachers, administrators, parents, colleges and employers. Here is a video, made by Somerville High School students, about their school:</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><videoflash type="vimeo">16964015</videoflash></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><videoflash type="vimeo">16964015<ins style="font-weight: bold; text-decoration: none;">|640|480</ins></videoflash></div></td></tr>
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</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2872&oldid=prevBerkmanSysop at 18:33, 5 July 20122012-07-05T18:33:01Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2871&oldid=prevBerkmanSysop at 18:32, 5 July 20122012-07-05T18:32:41Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school.</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"> </del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td></tr>
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</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2870&oldid=prevBerkmanSysop at 18:32, 5 July 20122012-07-05T18:32:05Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school. </div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2869&oldid=prevBerkmanSysop at 18:31, 5 July 20122012-07-05T18:31:48Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition. <del style="font-weight: bold; text-decoration: none;"> </del>'''At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''Paper Portfolio tradition.''' At SHS, paper portfolios were used schoolwide as a response to the Massachusetts Education Reform Act of 1993, legislation that also called for statewide high stakes testing (now called MCAS - the Massachusetts Comprehensive Assessment System). As SHS educators noted, portfolios increasingly became a pure formality. A cumbersome quarterly collection of paper portfolio entries was coordinated by the Guidance Department. By 2009, teachers and administrators said that in practice, paper portfolios were rarely accessed because they did not communicate anything meaningful to or among students, teachers or parents. The word "portfolio" seemed to have a largely negative connotation for teachers and students in the school. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project. '''By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''Origins of the OneVille ePortfolio project.''' By 2009, unsurprisingly, the School Improvement Council recognized that the portfolio process was in urgent need of change! In their 2010 School Improvement Plan, the Council expanded the definition of a portfolio entry beyond five-paragraph essays (for example, to include lab reports) and resolved to computerize this process to make portfolios live beyond a student's graduation. Technology offered the means to make portfolios more convenient, inclusive of various media, and transportable to colleges and employers.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>A local community education organizer who served on the School Improvement Council saw an opportunity to realize ePortfolios by collaborating with the OneVille Project, our effort to explore how commonplace technology might enable community cooperation in young people's success. A research group from OneVille was invited to give a presentation to the Council about the potential of ePortfolios; it was well received. The collaborative OneVille ePortfolio research project at SHS began in Spring 2010 and continued through the 2010-2011 school year, involving 12 teachers and 25 students as eportfolio designers over its course. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>A local community education organizer who served on the School Improvement Council saw an opportunity to realize ePortfolios by collaborating with the OneVille Project, our effort to explore how commonplace technology might enable community cooperation in young people's success. A research group from OneVille was invited to give a presentation to the Council about the potential of ePortfolios; it was well received. The collaborative OneVille ePortfolio research project at SHS began in Spring 2010 and continued through the 2010-2011 school year, involving 12 teachers and 25 students as eportfolio designers over its course. </div></td></tr>
</table>BerkmanSysophttp://wiki.oneville.org/main/?title=Overview_and_key_findings:_ePortfolios&diff=2868&oldid=prevBerkmanSysop at 18:30, 5 July 20122012-07-05T18:30:39Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 14:30, 5 July 2012</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Click here for the '''[[Eportfolio|<font color=#0000FF>Summary</font>]] '''on this project; click here for the '''[[Expanded story: ePortfolios|<font color=#0000FF>Expanded story</font>]] '''on this project.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Click here for the '''[[Eportfolio|<font color=#0000FF>Summary</font>]] '''on this project; click here for the '''[[Expanded story: ePortfolios|<font color=#0000FF>Expanded story</font>]] '''on this project.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>''Written by Susan Klimczak, OneVille eportfolio organizer, with Mica Pollock (OneVille PI). Some of the content of "Overview and Key Findings" and "Expanded Story" is adapted directly from "ePossibilities: The power of a grassroots approach to student-curated ePortfolios in an urban high school," a chapter written by Susan Klimczak, SHS teachers/eportfolio leaders Michelle Li and Chris Glynn, and Somerville education organizer Joe Beckmann, for an upcoming book on ePortfolios and Web 2.0 tools edited by Helen Barrett: '''Student-Centered Interactive E-Portfolios in the Cloud. '''Contributions as well from other SHS eportfolio co-researchers: SHS ePortfolio Leader Michael Maloney; Somerville High School teachers May Chau, Ryan Guilmartin, Maureen Halpenny, Sibby LaGambina, Suzanne Morris, Susan Olsen, Yuri Petriv, Patrick Smith, Karen Woods; Somerville High School Students Diego Aldana, Zoe Blickenderfer, Guil Cafer, Samantha Carvalho, Vanessa Cordeiro, Thiago DaCosta,Patrick Cherenfant, Nat Demkowski, Douglas Funes, Richard Guerrier, Susan Hassan, Rachel Iacomin, Ashley Joseph, Anderson Jupiter, Rocky Man, Brian Martinez, David Nwanchuku, Sonam Ngawang, Travis Price, Sergio Resendes, Kamilla Silva, Anandpreet Singh, Astrid Vasquez; Somerville education technology scholar Alice Mello; community technologists Al Willis and EliJAH Starr.<del style="font-weight: bold; text-decoration: none;">''</del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>''Written by Susan Klimczak, OneVille eportfolio organizer, with Mica Pollock (OneVille PI).<ins style="font-weight: bold; text-decoration: none;">'' </ins>Some of the content of "Overview and Key Findings" and "Expanded Story" is adapted directly from "ePossibilities: The power of a grassroots approach to student-curated ePortfolios in an urban high school," a chapter written by Susan Klimczak, SHS teachers/eportfolio leaders Michelle Li and Chris Glynn, and Somerville education organizer Joe Beckmann, for an upcoming book on ePortfolios and Web 2.0 tools edited by Helen Barrett: '''Student-Centered Interactive E-Portfolios in the Cloud. '''Contributions as well from other SHS eportfolio co-researchers: SHS ePortfolio Leader Michael Maloney; Somerville High School teachers May Chau, Ryan Guilmartin, Maureen Halpenny, Sibby LaGambina, Suzanne Morris, Susan Olsen, Yuri Petriv, Patrick Smith, Karen Woods; Somerville High School Students Diego Aldana, Zoe Blickenderfer, Guil Cafer, Samantha Carvalho, Vanessa Cordeiro, Thiago DaCosta,Patrick Cherenfant, Nat Demkowski, Douglas Funes, Richard Guerrier, Susan Hassan, Rachel Iacomin, Ashley Joseph, Anderson Jupiter, Rocky Man, Brian Martinez, David Nwanchuku, Sonam Ngawang, Travis Price, Sergio Resendes, Kamilla Silva, Anandpreet Singh, Astrid Vasquez; Somerville education technology scholar Alice Mello; community technologists Al Willis and EliJAH Starr.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Click here for the '''[[Eportfolio|<font color=#0000FF>Summary</font>]] ''' on this project; click here for the '''[[Expanded story: ePortfolios|<font color=#0000FF>Expanded story</font>]] '''on this project.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Click here for the '''[[Eportfolio|<font color=#0000FF>Summary</font>]] ''' on this project; click here for the '''[[Expanded story: ePortfolios|<font color=#0000FF>Expanded story</font>]] '''on this project.</div></td></tr>
</table>BerkmanSysop