Notes by Mica Pollock
The OneVille Project’s 2009-11 pilot phase is ending, with point people in charge of completing or continuing – if they want to — specific pieces. These pieces may or may not live on titled “OneVille,” but the work we seeded will grow! We all have been working up a wiki to release our 2009-11 work and ¡Ahas! publicly. Mica has moved to a new job at UC San Diego and so is acting as remote ally.
This year, OneVille participants have been participating in a Digital Media and Learning Working Group funded by the Digital Media and Learning Hub of the MacArthur Foundation. Our working group brings together various local people interested in how diverse, intergenerational design teams can transform schools from the inside by experimenting with technology.
Last week, a group of student and teacher eportfolio researcher/designers from Somerville High School came to the Berkman Center for Internet and Society at Harvard, for a rousing share-out of their eportfolio project. After a year of participatory design work, eportfolios are seeding across the High School. Guests from Berkman’s Youth and Media Lab and other Working Group members from MIT, Tufts, and Emerson listened intently, as SHS young people and teachers shared their insights about the new communications about young people’s skills, talents and interests made possible when young people made and shared eportfolio entries.
SHS presenters described how over a year and a half of careful groundwork with the School Improvement Council and then critical participatory design research with dozens of students and teachers at SHS, SHS’s own students and teachers led a transition from the school’s prior portfolios to vibrant online “eportfolios” sharing students’ full range of learning products and accomplishments in and out of school, organized by 21st century skills rather than only in subject areas. From paper folders “locked in a cabinet,” student portfolios by 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 “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!”
Student researchers/eportfolio designers were chosen purposefully to demonstrate a full range of achievement levels and student backgrounds at SHS. As one student put it in the presentation, portfolios supported each student to show themselves as “exemplary,” by encouraging students to consider, document and post their best work done both inside and outside of school. “Every student can shine at this if they put in the time and effort,” a teacher said. “We are representative of the potential that everyone has,” a student agreed.
The energy to make eportfolios is spreading virally across the school, as teachers show each other how to use software and students who see others’ work get excited to post their own.
Now that the OneVille pilot phase of eportfolio design is over, students’ and teachers’ next plan is to make a Somerville High School eportfolio website created to support next schools exploring eportfolios!
