TABLE CHAPTER PAGE OF CONTENTS 1 GETTING STARTED 4

2 PURPOSE, MOTIVATION, 12 AND JUSTIFICATIONS FOR PORTFOLIO USE

3 INTEGRATION AND LANGUAGE 18

4 PORTFOLIO EXAMPLES 26

5 TOOLS FOR CAPTURING 36

6 PLATFORMS FOR RECORDING, 40 STORING, AND SHARING

7 DESIGN WORKSHOPS 56

This guide is available online, with active hyperlinks, at MakerEd.org/opp/publications.

This work was created in part by the entire Open Portfolio Project team, with key contributions by Stephanie Chang, Goli Mohammadi, and Lisa Regalla and insights from Anna Keune, Kylie Peppler, Jessica Parker, Daragh Byrne, Chris Peterson, and Jessica Ross. Special thanks to the Gordon and Betty Moore Foundation for their generous support and to our field site partners, Indiana University’s Creativity Labs, and National Working Group members for their continued collaboration.

© 2016 Maker Education Initiative This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/.

The Maker Education Initiative is a non-profit project of the Tides Center, Tax ID: 94-321-3100

4 CHAPTER 1 GETTINGG STARTED

Today, particularly within the K–12 educational environment and into higher and into environment educational the K–12 particularly within Today, of portfolios. the value in revisiting is a rising interest there well, as education in enabling students role a strong plays work Capturing and documenting one’s a can show Those artifacts own learning and development. on their reflect to especially important in display or convey, not capture may grades depth that to youth for a way are They and other stakeholders. teachers, parents, to socio-emotional be academic knowledge, their abilities, whether they showcase “hard” into categorized often skills, all of which are capacities, or technical the norm and beyond a professionalism show may skills. Portfolios and “soft” a student that can prove or artifact A single project work. of one’s ownership his or end and can demonstrate beginning to something from has completed and skillset. development, her process, Portions of this chapter and other chapters are drawn directly from briefs directly in our are drawn Portions and other chapters of this chapter . at MakerEd.org/OPP 2015 Open Portfolio Project Research Brief available Series, this particular for The text is re-contextualized to Open Portfolios. Practical Guide GETTING STARTED GETTING

1 CHAPTER especially now, anything that involves making. that involves anything now, especially artifacts—be it within art, design, writing, engineering, and, and, engineering, writing, design, artifacts—be it within art, develop their identities through the curation of their work and of their work the curation their identities through develop the context, portfolios have proven instrumental for learners to proven portfolios have the context, work as well as the learning process over time. No matter what No matter what time. over the learning as as well process work creating opportunities for examining both the whole of one’s opportunities one’s of for both the whole examining creating Others have used portfolios as a tool for learning and reflection, used portfolios as a tool forOthers have learning and reflection, (e.g., admission to schools, securing employment, etc.). etc.). securing employment, admission to schools, (e.g., artists, and engineers as a tool within industry and academia artists, Historically, portfolios have been actively used by designers, designers, used by been actively portfolios have Historically, Why Portfolios?Why 5 CHAPTER 1 GETTINGG STARTED , which also offers the , which also offers comprehensive set of the Open Portfolio Project Research Brief Series. Research Project the Open Portfolio set of comprehensive In today’s digital age, it is particularly important to have agency over — and — and over agency have to particularly important it is age, digital In today’s with the broader connection In display. for work identity and own curate—one’s work share to excited community generous be a to known movement, maker their curate to students for also an opportunity are portfolios and wisdom, communities. their social within voice identities, and find a their evolve work, contribute build an aesthetic, an opportunity to is presence an online Having build even a genuine audience, access world, with the greater share to work — into the classroom beyond step to youth allow perspectives These a brand. is important their work that — and see world the greater and their communities gap also help bridge the judgment. Portfolios or a teacher’s outside a grade and curation the collection for learning, allowing and informal formal between of growth. a continuum multiple settings and along of learning across formative tool among all as a crucial serve portfolios significantly, Most depth of captures that a richness can provide They methods. assessment simply cannot show. score test a flattened and skills that learning, voice, standardized of today’s limitations the to alternative a promising are They opportunities to particularly exciting present technologies And new testing. this landscape. and reshape rethink to easy less important. It’s are portfolios why explain to easy it’s ways, In many the motivation remains topic of them. And this the creation actually facilitate of this guide. the creation for and in collaboration Foundation Betty Moore and the Gordon by Supported Project Open Portfolio Ed’s Labs, Maker Creativity with Indiana University’s reflection, creation, portfolio for set of practices a common develop aims to an open, decentralized, solutions for and technology sharing, assessment, makers. for system portfolio lifetime and distributed early 2015, and 2013 late between place which took Phase 1 of the project, use landscape of portfolio within the historical and research our work situated primarily learning. While of making-centered and particularly within the context link critical also seeks to Project Portfolio the Open on research, focused in As such, this guide highlights and zeroes of practice. the realities to research are and out of classrooms—who practitioners—inside useful for is most on what portfolios. student-driven of student-led, the creation facilitating actively on our well as updates work, as Phase 1 and findings from information more For MakerEd.org/OPP to please refer Phase 2 work, current 6 CHAPTER 1 GETTINGG STARTED Considerations the physical Given of the of many nature included, they assets to share can be difficult in limitations and face age. digital today’s Some e-portfolio Some e-portfolio permit applications of degress varying which access, audience can include general social media to posting access restricted or more contacts, personal to or employers, potential committees. admissions Puts emphasis on an important “process,” aspect of learning goes often that when undocumented is on finished the focus artifacts. Open online platforms learning can make abundant, resources and visible accessible, settings. across Use the used for Often purposes of assessing or performance as for as well progress, job or entrance college applications. Can be considered of a demonstrations abilities and maker’s self- for as platforms they If expression. can be online, are maintained and shared time. dynamically over Can present several several Can present unique opportunities learning heighten to making the thinking by of the process around visible. creating tool Can be a central learning lifelong for and a viable alternative contemporary to practices, assessment new while leveraging and skills. technologies outlines these categories and the affordances of each. and the affordances outlines these categories 1

Portfolios have often been described as a collection of artifacts that can be that of artifacts as a collection been described often have Portfolios In Phase 1 purposes. and professional of educational a variety for assessed to categorize a moment took first we Project, Open Portfolio Ed’s of Maker , , e-portfolios portfolios traditional including of portfolios, types the various . , and open portfolios processfolios table below The In some senses, the portfolios listed below may not be be as distinct as not be be as distinct may below listed the portfolios In some senses, both past Given of one another. as dimensions types, but rather, separate alongside the learning and education, surrounding conversations and current types listed. all elements from draw tools, open portfolios of digital affordances Description work sample of one’s A physical images, designs, artwork, (e.g., samples, and/or papers, work a over compiled other artifacts), period of time. A collection of electronic evidence evidence of electronic A collection an and managed by assembled Such individual, usually online. text, inputted include may work files, images, multimedia, electronic blog entries, and hyperlinks. Designed to capture both the capture Designed to well as the as finished product time. over of creation process decentralized, An openly networked, in system portfolios and distributed maintains control which the maker process. and curation of the content be a would the platform Ideally, and highly social, open environment mobile platforms across be synced and upload, capture, enable easy to work-in-progress, of work showcase of making. and processes Type Traditional e-Portfolio Processfolio Open Portfolio Portfolio Types: Portfolio Types: An Overview 1. Research from Drawn “A Networked Brief 1: Vision for Sharing and Documenting” 7 CHAPTER 1 GETTINGG STARTED 2

Of important note, we envision open portfolios as learner-driven, learner- learner-driven, as portfolios open envision we note, Of important narratives. with connecting of artifacts collections curated managed, product, refined of a final, snapshots elegant not necessarily are artifacts These – can – and should of work artifacts can be; rather, certainly though they is much There undertaken. and effort the process into also include glimpses stages. those in-between into encompassed learning and growth track that systems files and learning management Digital binders of are but they of an open portfolio, can support the development assignments as steps serve they Rather, in and of themselves. portfolios not necessarily creative their own and create collate, design, to learners empowering towards abilities, and interests. of their voices, documentation industry, in education, as a movement grow education As making and maker value that and places about spaces to learn more we seek and other fields, as themselves view they if and how making—particularly and incorporate as part of Phase 1 of the Open Portfolio Consequently, spaces. educational sites”— “maker termed we of what an array out to reached we Project, out-of-school-time programs, education including school-based maker maker with organizations and other community-based settings, hackerspaces, and serve, who they situated, they’re about where learn more programming—to engage. members regularly the kinds of activities in which their of knowledge and findings helped shape our current answers survey The to better we sought In addition, making. into fit portfolios and how where landscape (particularly policy the current to connect portfolios how understand [STEM] engineering, and mathematics technology, the alignment with science, to continue learning of maker-centered and patterns As the practices fields). about their self-report sites in what noticing commonalities are we emerge, of the main findings are An overview and audiences. programming, spaces, outlined below. making hobbyists, with well-to-do origins and association the Despite Diversity: collection The growing to another. one place from different very looks and feels we innately definition that shape the diverse opportunities help to of maker describe a to of names used see this in the variety We and celebrate. love the various site, each at being utilized of materials the array makerspace, and ethnic race of and the diversity each provide, that and programs offerings these sites. at programs attending of the youth backgrounds Survey of Sites Maker and Portfolios 2. information, more For in Research learn more of “Survey Brief 6: I” Part Makerspaces, 8 CHAPTER 1 GETTINGG STARTED 3 4 a variety studied we Project, in Phase I of the Open Portfolio our work Through ideas related several at arrive to institutions educational of schools and informal continued insight One particular practices. design of portfolio effective the to simply be an ingrained to development portfolio out: the need for stand to apart as an addendum. of standing instead part of the making process, time and creating expectations establishing by set the stage educators When And that. youth will do just share, and reflect, and video, photos capture to or the product just beyond expands on making their focus in the process, the on both the making and their efforts encapsulate to itself; it grows project of their work. documentation youth consider what to crucial tips, though, it is first practical diving into Before in both see and assess seeking to are as the educator, you, learning outcomes A mix of Is it soft skills? Is it content? artifact. the learning and the portfolio plan, curriculum or lesson of any As with the development both and more? It also can serve. purpose a portfolio clarify what helps to backwards working understanding demonstrate that evidence and aids in identifying the indicators of skills, and the development of hard and familiarity acquisition of information, soft ones. and thoughts on documentation about their asked When of portfolios: Value them. important to was documentation that stated all sites work, portfolio were practices reflection and feedback that indicated even responses Survey of the survey, the time At learning process. a youth’s as crucial to recognized and documentation encouraging for steps developing had started some sites And yet in place. had a system while others already work, of youth capture their with the future, into far a milestone were portfolios that others noted of running operations on the day-to-day priorities and time spent more current or program. a space Sites spoke not only of the connection between between not only of the connection spoke Sites and integration: Alignment Science Generation and Next subject areas, traditional numerous making, the through developed are skills that the “soft” but also of (NGSS), Standards communication, innovation, as creativity, skills—such of making. Such vehicle as just and adaptability—are critical thinking, problem-solving, collaboration, that reported sites Many skills. technical and knowledge important as content the 21st- and is crucial in developing align with standards making does indeed succeed. need to skills our youth century Designing for Portfolios and Goals 4. Check out Research of “Survey Brief 8: to III” Part Makerspaces, learn more. 3. in insights available More “Survey Brief 7: Research II” Part of Makerspaces, 9 CHAPTER 1 GETTINGG STARTED PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR FOR AND JUSTIFICATIONS MOTIVATION, PURPOSE, PORTFOLIO USE as an purpose, intended clarify your it important, early on, to found have We clarity helps This being created. the portfolios for and practitioner, educator and other administrators, parents, stakeholders, youth, orient and guide your efforts. implement, and support portfolio understand, best to educators maker to related of learning frameworks examples In addition, included are as prompting as well enable, skills they century the 21st and education the reveal may portfolios how consider help educators to questions of those skills. development The remainder of this guide sets up a loose framework for how you may start start may you how for a loose framework guide sets up of this remainder The and deepen extend might you how as as well youth, with portfolios facilitate to design the to this is an opportunity learning, any As with go. as you the work tie together, the elements how Consider students. your for experience learning small. The can start you and how you, important to most which ones are (and priority) order chronological in an approximate in the guide are chapters a linear necessarily not While about portfolios. begin thinking may you how to together stitch do headline topics the process, or a step-by-step pathway main opportunities and pinpoint the help you and will narrative a larger into and audience. goals, learning environment, specific your challenges for Rather, guide. in this Assessment on a full chapter is not there Of note, chapters, numerous throughout integrated are ideas and examples assessment of and indicators and identifying the outcomes on determining focused often a time sit at we system, educational about. As an most care we learning that and authentic testing standardized to – connected in which these questions pose As such, we and review. rediscussion, redesign, ripe for – are assessment – year in the upcoming our research learn from and hope to questions many or via [email protected] Ping us with emailed thoughts to too! you and from and @MakerEdOrg. with #openportfolios Twitter our distills Open Portfolios Guide to this Practical As an ongoing project, exciting and as a point of an ongoing findings and insights AND serves this is the that anticipate We and portfolios. assessment around conversation 2017. this guide again in late release and to update we plan version, and first book! its own warrant will likely point, assessment that At How to Use to Use How this Guide 10 CHAPTER 1 GETTINGG STARTED

We explore best practices in how to support thinking with documentation and how and support thinking with documentation to in how practices best explore We of work. a full portfolio into it grows and how practice into it naturally integrate to during their work capture to youth motivate to how challenge is A common ask when to ideas around explore and learning. We of making the process encourage to ask; how to questions and what prompts) provide (or questions process, collection of the the to encourage various ages; and how at reflection of learning and examples are In addition, included product. the final not just practices. portfolio situate within which to design frameworks TOOLS FOR CAPTURING TOOLS to tools is the need for portfolios and creating work capturing to Key for tools and software highlight hardware We time. document making over and how stations (DIY) documentation including do-it-yourself documentation, open thinking about their own and start explore makers help young may they for tools and accessible on open, free, focus needs and wishes. We portfolio learning space. use in any might enable you how ideas and options for provide to is intended chapter This early and often asked are We learning environments. in your documentation initially consider back to taking a step encourage and while we about tools, the recognize we of portfolios, purposes and motivations the big-picture chapter! in the next – and platforms of tools and necessity importance an internal process, then carefully spreads and engages with a wider audience. and engages spreads then carefully process, an internal PORTFOLIO EXAMPLES understanding is important to of portfolios examples seeing that recognize We particular environment. in your can be utilized they and where why, how, the youth either made solely by all examples, of portfolio an array share We showing individual, longitudinal portfolios with a facilitator: or in collaboration portfolios time; group over of one maker and growth evolution, the work, on one, centered club; and portfolios or team, class, work of a the reflecting makers. young one or many either by in-depth project, our research from drawn examples portfolio In addition, especially with those of portfolio for the premise context additional background we provide field sites, have portfolios of how the evolution intentions, educator including creation, individual to related anecdotes and even space, and used in that been facilitated is also available the beginning of the chapter at of questions A long list examples. giving the you’re Whether viewing. you’re the examples think through you help to each, or spending a good amount of time digesting a cursory glance portfolio of a variety consider to enabling you focus, hopefully guide your the questions as a whole. as the portfolio and important elements, as well perspectives For some, the act of documentation is seamlessly integrated into the design and into integrated seamlessly is the act of documentation some, For as it starts others, For space. the physical and activity stations, artifacts, of display INTEGRATION AND LANGUAGE INTEGRATION 11 CHAPTER 1 GETTINGG STARTED

This chapter contains a run-down of the design workshops we ran, as part of ran, we of the design workshops a run-down contains chapter This conferences well as part of national visits, as our initial phase of 10 field site to continue workshops The phase of work. and the beginnings of our second free Feel past. in the recent iterations on new taken and have change and grow or whether with educators workshops, own your run to this information use to – facilitation your – and actions and reflections Their a mix of both!). (or youth portfolios. to approach your and inspire inform may a strong this guide provides hope we evolve, to will continue this work While make as we Ultimately, space. and use in your creation portfolio for foundation authentic means of assessing a valuable, being open portfolios the case for feedback, with us, provide explore to will continue you hope that learning, we and show but also capture work not only archive ability to and shape a youth’s his or her voice. Finding a platform that is accessible, digital, flexible, accommodating of accommodating flexible, digital, is accessible, that a platform Finding task. is no small ideally free and archival, stable, of media, kinds different space any for of platforms or combination platform the best Ultimately, important. deemed most are and functionalities features depends on what on the platform available commercially not be one magical, may there While and learners makers that of platforms highlight the variety we date, to market for allows that nature in an open and decentralized their work display use to and access. of sharing levels various DESIGN WORKSHOPS PLATFORMS FOR RECORDING, STORING, AND SHARING STORING, FOR RECORDING, PLATFORMS Conclusion 12 CHAPTER 2 PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR PORTFOLIO USE

The grade does point to the student’s ability to do well on his/her work, on his/her work, do well ability to the student’s does point to grade The timely involve It could unclear. sometimes remains “work” but that of mechanical grasp a strong and encompass completion assignment not. but it also may concepts, etc drawings, reflections, written photographs, display that Portfolios that thinking in a way and voice, a learner’s interests, abilities, can showcase traditional at excel or not students cannot. Whether and grades scores test not may and D’s their A’s testing, and high-stakes academic assessments are a they to offer: have they and what are who they reflect accurately and a drive innate have and they a learning community, to asset valuable showing for the potential do have however, learn. Portfolios, capacity to and career college for whether developed those skills and contributions, is a process creation portfolio Done well, oneself. for or just possibilities what’s of curating can enable a deep understanding of self-reflection, design and to youth and allows audience, intended the for appropriate of learning, making, their evolution articulate that artifacts develop and sharing. PURPOSE, MOTIVATION, MOTIVATION, PURPOSE, FOR JUSTIFICATIONS AND USE PORTFOLIO

2 CHAPTER may even be vague. even may of content and depth of knowledge that results in a B+ in that results of knowledge of content and depth to adeptly handle a power drill? The student’s understanding understanding The student’s drill? handle a power to adeptly a sense of self-awareness, or the skill and practice required required or the skill and practice a sense of self-awareness, shows a B+ for Physics, can you draw out subtle humor, out subtle humor, draw can you for a B+ Physics, shows of the learner in question? From a student report card that card a student report of the learner in question? From video, which would provide you with a better understanding with a better you provide would which video, written paragraphs, hand-drawn sketches, perhaps even a a perhaps even sketches, hand-drawn written paragraphs, a list of subjects and grades and another showing photos, photos, and another showing and grades a list of subjects If you were to stare at two screens side-by-side, one displaying one displaying side-by-side, screens at two to stare were If you 13 CHAPTER 2 PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR PORTFOLIO USE aims to develop a common set of practices for for set of practices a common develop aims to Project Open Portfolio For oneself. There is a unique opportunity to save and archive one’s work work one’s and archive save opportunity to is a unique There oneself. For upon it. As educators, go back and reflect be able to and also time, over pride in their creations have youth that so can and should set the stage we to others, it to show worthwhile it find they that and accomplishments, that Portfolios process. cyclical learning as an ongoing, often see they that tool. a self-reflection ultimately are this purpose serve is of a portfolio purpose the intended others. When by assessment For a college and/or a job recruiter, or administrator, a teacher by viewing for to curate able yet another skill in being develop youth officer, admissions a specific identity to and compelling an appropriate and present their work within the content itself, an artifact as Outside of the portfolio audience. thinking and learning gauge skill development, can be used to a portfolio depth of management abilities. It can show project even processes, and personal interests. self-determination, competencies, understanding, stories coherent tells that threads narrative should integrate Portfolios work. abilities and overall about one’s The and the goal, It is a large assessment. sharing, and creation, open portfolio turn. every of insight at pockets uncovers challenges and critical into digs work as a central the utility of portfolios investigates this research in 2013, Started to and alternative complement learning and as a compelling lifelong for tool makers, of communities the broader for practices assessment contemporary and the workplace. higher education, education, K–12 consider to educators for important goals, it’s the project’s are these While – for motivation Purpose drives portfolios. for purpose intended their own in 2015-2017 research project’s The youth. and especially for educators be which we’ll as well, and motivations purposes insights into more uncovers Briefs. Research upcoming writing about in portfolio goals for distinct see two often we work, Based on the project or inform to don’t connect not because they distinct They’re youth. by creation look like the portfolios what dictate may one another but because the purpose them. create to youth motivate to and how recognize it is equally important to below, on two elaborate we Though sharing with the wider world. simply for portfolios in creating the value others to support and inspire developed often are portfolios Project-specific of formative especially as a part review, And peer the work. replicate to creation. a critical element of portfolio is often assessment, can be: Portfolios • • Purpose and Motivation 14 CHAPTER 2 PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR PORTFOLIO USE If access and pathways to higher education is a compelling goal for goal for is a compelling higher education to and pathways If access increasingly are portfolios that consider of portfolios, implementation process. admissions university and college augment the being used to portfolio maker added an optional MIT and others have Schools like of department or major. agnostic often process, the entrance to outside in high school, of their work documentation who have Students show and be able to an advantage have may and grades, scores of test submission. a portfolio or skill of theirs through strength a different elements as one of many of work a portfolio review to continue Employers comment widely companies Valley Silicon screening. job or internship for an individual’s speak to and interviews portfolios that on the fact than their contributions significantly more potential and qualifications their and curate capture to helping youth are such, schools that As GPA. and norm. precedent a strong establish work their work, document and keep to and enabling youth compelling By in ideally instilling are we and beyond, experience their K-12 throughout the notion of learning being and reinforcing them a sense of self-worth worthwhile is important, and it is work Their process. iterative a lifelong, of to the growth can lead steps These small off. and show save both to contributions. and own abilities in his or her confidence an individual’s own on their reflect also helps them to of items the collection time, Over and growth. process, progress, spotty receive that areas important and online identity are Digital literacy forces portfolios of youth-driven creation The and instruction. attention of the consideration in addition to online identity, around a conversation Youth have tools. and digital of the Internet and hindrances affordances and their online presence, and curate control (learn to) an opportunity to will be able to they portfolios, through their work to with open access the want may they what and adjust review time and time again, to return, see. to world name a to just and architects, programmers, writers, athletes, Artists, of their aptitude and as a measure their work shown often have few, learners of all fields, for those possibilities extend Open portfolios mastery. with an authentic youth and can also provide and interests backgrounds, their work. for audience As you engage with administrators and stakeholders to move forward with with forward move to and stakeholders administrators engage with As you points the following hope we environments, learning own your this within of youth-driven the value for and reasoning proposals your for will be useful with us experiences your share to don’t hesitate as always, Please, portfolios. with thoughts via Twitter your or post [email protected], at Email us as well! and @MakerEdOrg. #openportfolios • • • • • Justification 15 CHAPTER 2 PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR PORTFOLIO USE , entitled “Survey of Makerspaces, of Makerspaces, , entitled “Survey “…the learning that matters is learning that is used. This type of learning type of is used. This is learning that matters learning that “…the solving to posing questions activities: from in constructive a role plays model, or from building a simulation to a group organizing from problems, In all these cases, a video documentary. producing to riverbank a exploring ” (15). is know-how… matters what learning should be informal for assessing of knowledge definition The as know-that. as well and know-who include know-how enough to broad is being used knowledge that evidence examine should assessment The this use persists, activity) and that in an step the next take to how (knowing long periods” (92). relatively over and cumulates grows, As mentioned in the Getting Started chapter, the discussion around assessment assessment around the discussion chapter, Started in the Getting As mentioned as an alternative portfolios around and specifically notion as a broad research the existing to add more to expect We is ongoing. tool assessment in the next upon our writing expand to and this project base throughout Brief series. Research Brief 7 Research Project In our Open Portfolio that showed survey site our 2013 from collected of data the analysis II,” Part cultivate they that self-reported of makerspaces a significant percentage and collaboration communication skills, and innovation creativity 21st-century skills. and career skills, and life and problem-solving skills, critical thinking makerspaces, officially as labeled themselves whether they surveyed, sites The engage their youth actively they that indicated the like, labs, or innovation for by the Partnership skills, as defined 21st-century in developing audiences times per week. multiple to once (P21), from Learning Century 21st those in makerspaces, being developed are If these skills and practices has Education emphasizing their value. better ripe for also are environments to how about learning it’s learning or memorizing facts; about been just never In “Documenting and path. career or life any for learn, which is a basic necessity authors (2015), and Media-Rich Environments” in Informal Learning Assessing that declare Michalchik and Vera Michael Cole, Lecusay, Robert Lemke, Jay knowledge. acquired than just more include outcomes “Valued also write, They application growth, It can show and of itself. in tool is an assessment A portfolio of one’s and peers, and self-reflection of co-learners integration of knowledge, understanding. own emphasis is on youth-centered, a strong in particular, education In maker the field from emerged learning. What’s open-ended, and process-focused along mixed skill development, of non-cognitive significance is the thus far of technical with growth and interwoven with learning of subject content of learning frameworks solid examples a few are Included below skills too. as as well enable, skills they century and the 21st education maker to related the reveal may portfolios how consider help educators to questions prompting of those skills and learning. development Assessment Assessment and Learning Frameworks 16 CHAPTER 2 PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR PORTFOLIO USE

,” Design for Framework Making: An Evolving of Practices Learning In “The Lisa Brahms and Peter Wardrip, researchers and learning scientists with with learning scientists and researchers Wardrip, Peter and Lisa Brahms on and elaborate , identify of Pittsburgh Museum theChildren’s at MAKESHOP and the practices term This of making. learning practices of common a number as a learning settings about making across guide discussions to are “intended such forms assess support, and conceptualize, to identifying ways by process learning practices as key the following list design” (5). They of learning through those how and within their framework, MAKESHOP, at one might observe that and facilitation and activity, of space, the design influence learning practices and may in mind with a museum context developed were These versa. vice well. as spaces educational other to translate and program educational in your pinpoint you that be practices may These developed have youth that might show indicators what and if so, too, space in these areas? fluency Inquire Tinker Resources Seek and Share Hack and Repurpose Intention Express Fluency Develop Complexify Simplify to has developed in San Francisco Studio Tinkering the Exploratorium’s Similarly, of learning” include “dimensions that Frameworks and Facilitation Learning each. to connect that and descriptors and the indicators dimensions of learning are: Studio’s Tinkering The Engagement and Intentionality Initiative Social Scaffolding of Understanding Development Museum of Pittsburgh, the Children’s from the learning practices like These, related education—and maker the learning that help articulate to start can also In turn, we enable. and experiences—can environments, approaches, and documentation. up in portfolios show may they how investigate begin to create to in all communities, and youth, will ideally enable educators work The learning and growth, clearly demonstrate that portfolios open, youth-centered learning assessment. to of approaches discussion the larger to while contributing 17 CHAPTER 2 PURPOSE, MOTIVATION, AND JUSTIFICATIONS FOR PORTFOLIO USE , or

Paper-based portfolios have played a critical role in fine arts, architecture, architecture, in fine arts, role a critical played have portfolios Paper-based with the flexibility Today, for decades. of other fields and a number engineering, to an opportunity have we tools, and online usage of digital and widespread across of portfolios the utilization and grow portfolio efforts past learn from as a tool potential Their environments. personal and professional more even setting, is the educational matter no the learning process, captures that be a focus to continues subject content Though than ever. promising more 21st soft skills (or that realization and increasing strong is a of schools, there important more thinking, are and critical such as collaboration skills), century we shift progresses, As that than memorizing facts. success future a youth’s for of learning. our assessment also evolve will need to persona, their their online curate and learn to individuals develop As young of their whether community, a greater of of a collection a part becomes work not just is culture Maker program. school, neighborhood, or after-school of sharing has changed. nature As such, the also do-it-with-others. DIY—it’s today’s matches that with a regularity their work, and share document Makers channels. Individual portfolios via social media and online share to tendencies can personify they collectively, of one person, and taken representations are a from can simultaneously emerge they Together, a collaboration. a group, be to lessons valuable innumerable, are it. There and also inform community of learners and doers. community a worldwide learned from MIT, at of Admissions Director the then-Assistant Wendell, Dawn Dr. In 2013, as portfolio submit a maker an option to provide MIT would that announced has effort that since, In the years process. application college part of a student’s House the White whether as part of has followed, push and a newfound spread initiative of the MakeSchools work of Making, the broader Week National . As higher education and . As higher education and Success Affordability, for Access, the Coalition do the so too and culture, their processes adjust to how consider industry them. into feed that and communities institutions to thrilled are but we answers, are than there questions more often are There great for has potential that an area deeper into dive the opportunity to have practice to research translate to will work we continues, impact. As the project that also recognize We linking critical insights and questions. versa, and vice will be needed; assessment and quantitative quantitative between a balance in every play into come of time and resources questions the persistent that close the opportunity gap, to should serve the portfolios and that discussion; not widen it. and utilize. all can create that a tool are portfolios And as such, it is crucial that work also our tools can offer, digital that call out the affordances we While Capturing tools. no-tech and of low-tech the possibilities showcase aims to It iPads. three require to of learning and making doesn’t have the process individuals of all and impactful to relevant, should—and can be—accessible, and communities. demographics An Ongoing An Ongoing Investigation Shifting Tides Shifting in Education 18 CHAPTER 3 INTEGRATION AND LANGUAGE

There’s the feeling, from both educators and students, that capturing work is capturing work that and students, both educators from the feeling, There’s do with those to what the additional task of determining Further, work. extra and even cumbersome more feel the process when—makes artifacts—and or of a school day the enormous constraints when considering overwhelming requirements. standardized Without value. We also see the immense the difficulties. recognize We space. that in stays space in an educational goes on what documentation, prominent. is less reflection and time for captured, not learned are Lessons as the as well work student’s of a can further not only the growth Documentation of his or her but also the development learning of his or her own understanding community. within a larger identity and role own a is often There in on the final product. focus of the past practices portfolio Many by an artist accompanied and elegant snapshot of the final piece, clean, refined, reflection work itself and the the The idea is that short reflection. or statement of and their appreciation a learner’s understanding insight into can give thereof there important elements in and of themselves, these are their learning. While Capturing the process. throughout can also be captured that much more remains or the finding of a personal an understanding can show a work-in-progress by as dictated and engineering practices science demonstrate design process, or resilience persistence reveal (NGSS), Standards Science Generation the Next or in solving a problem thoughts involved the various challenges, show through of specific the understanding unveil a plan of action, and/or putting together of them. Not all of these crucial the application more, even concepts—and snapshot. in a final product obvious however, are, processes cognitive INTEGRATION AND AND INTEGRATION LANGUAGE

3 CHAPTER jot down reflections or take a photograph. a photograph. or take reflections jot down making something new, the last thing they remember to do is remember the last thing they new, making something projects, absorbed in simultaneously figuring absorbed in simultaneously things out and projects, flow of work. Especially when learners are engrossed in their engrossed learners when are Especially of work. flow far disrupts that documentation the is the common challenge Something we’ve come across in our all field research thus in our all field research across come we’ve Something 19 CHAPTER 3 INTEGRATION AND LANGUAGE

It is, without a doubt, not easy to capture the process of work. As mentioned As mentioned of work. the process capture to easy a doubt, not It is, without work. of flow the natural it can disrupt claim that alike youth adults and earlier, of processes documentation the automating that finds our research As such, of today’s Some be addressed. to needs that piece is a critical and products to it might be helpful so time, over of work versions save do automatically tools and tools physical with tangible, of our work “versions” save we how consider those examples, of peers. For with a group or of our conversations materials thinking about it first—to embedded way—without an easy, is rarely there and those barriers, Setting up habits helps overcome data. and collect record ease the difficulty. can and non-digital tools of both digital taking advantage “capture” and “document” use the terms purposefully we Of note, but there’s different, are their definitions that recognize We interchangeably. is most the activity and on which term call to on what been good debate “document” For many, to actually doing it. conducive and interesting, effective, of transcription of nitpicky sounds dry; it harks feelings or “documentation” seems more useful in equipment manuals. “Capture” is only minutiae that narrow too but also possibly active— interpretation, open to broad, exciting, big-picture both the sweeping, want We or without context. of a timeframe that as the details as well and processes of a learner’s work understanding beyond terms are better there find that You may and specific. it unique make let us know! and if so, these two, in which ways and ongoing evolving the specifically addresses chapter This be of portfolios—can creation the youth ultimately, documentation—and we Additionally, plan, or project. lesson learning experience, any into integrated educators and language used by of frameworks examples light a few bring to workflow. part of any and seamless a thoughtful documentation make to be a massive doesn’t need to practices portfolio of forming start The expectation consistent be a strong, does need to there undertaking. However, of the component (and integral!) is an integrated of work documentation that be pushed to it will continue or twice, once the wayside by If it falls itself. work convenient. the back burner whenever to or better should capture, youth is what gets asked often that A big question there questions, most Like a portfolio. go into is important enough to what yet, demonstrate that seen a number of examples but we’ve isn’t one good answer, results. and subsequent great approaches various one for capturing work for expectations create begin is to to A good way some good prompts, situate set up stations, consistency, Create particular project. Rinse and repeat. the importance. and emphasize or tools, platforms provide At the conclusion, students will have completed two projects ultimately: the ultimately: projects two completed will have students the conclusion, At Both are portfolio. project artifact—their separate itself and an entirely project occurred. the learning that one another and can help unwrap to clearly connected the following consider sort of learning experience, In designing any for ways and easy expectations in setting up both strong components happen. to documentation An Integrated Practice 20 CHAPTER 3 INTEGRATION AND LANGUAGE

Perhaps it’s easiest to start by building in a short amount of time into the the into amount of time building in a short by start to easiest it’s Perhaps and reflection. documentation for or project period, activity, class end of any experience, of every pieces these are that habit is developed the When it. will expect youth weeks, few every ask his students, used to teacher classroom One high school prompts. But the and writing, with specific reflecting spend 30 minutes to and required than intended, meaningful less disconnected, felt experience who attempted facilitators, the adult Even motivating. and prompting extensive youth, and alongside for practices documentation and model behavior to part of the an ingrained when it wasn’t a journal keep to tried and failed process. everyday in certain well worked have prompts pre-created mention that Educators challenge did you “What like so in others. Prompts and less circumstances direction, provide may original design?” your was or “What overcome?” empty or artificial; a little feel may questions crafted overly but answering What yet? a challenge just overcome been able to haven’t if students what There’s begin with? a challenge to it was that don’t recognize if students and generative documentation encouraging between strike to a balance start. to structure enough while also providing reflection, periods or span multiple class that projects long-term good for Particularly and formal classrooms number of a across been effective, meetings, what’s are students or blogs where personal websites are programs, afterschool right now.” are they “where of note make to regularly, simply asked, a video of their or take a sketch, make or screenshot, a photo can take They ten to and spend five state, current the project’s moment, in that at work wrote time they the last happened since has writing about what minutes of pattern a consistent but with short, or slow, small, start about it. It may it work that the to capture able students are and reflection, documentation practice, this small, persistent With the next. one point to get from to took or two, a week After time. learner over every by is created a body of work seeing how and start their stories learners can look back at perhaps more, could they imagine the rich stories Just their making and learning unfolded. this! like documentation one month of regular after tell a month to opportunities once setting regular high, even is too If the frequency is or multiple classes a work within one class on one’s and reflect review, capture, whenever arose feeling that on the artificial commented Youth forward. good step forwork of find and select their “best” pieces to end, semester’s at crammed, they then curate. collect, to normal practice build it into Instead, a portfolio. insightful are and reflection documentation in short bits of consistent Even got started, they about how write begin to Youth appear. will innately nuggets that when a role, who played employed, they materials what got stumped, they where came into other inspirations what or hated, liked they what through, broke they Personalities, take. plan to they steps next and what referenced, they what play, up as well. learning show of their own awareness even humor, interests, CONSISTENT TIME & SIMPLE PROMPTS TIME & SIMPLE CONSISTENT 21 CHAPTER 3 INTEGRATION AND LANGUAGE 5 As more artifacts are created and collected, have youth review and comment and comment review youth have and collected, created are artifacts As more architects. and artists, writers, from examples Consider on one another’s work. and as do all students, of time, course the over a body of work accumulate They work. Embedded on their and reflect review intentionally set aside time to they and critique one another. iterate opportunities to are in their practices their that youth is convincing of documentation process the overall to Innate Consider – is worthwhile. an end result get to to it takes – and the process work video diary entries, old essays, at about in looking back much pride comes how It helps to projects. craft and past and performances, of school plays recordings the evolution. showcase really to particular artifact that have schools— within Some schools—and individual classes on projects? Not working or on a website all work put up and store to students requiring by starting are digitized. of work, a binder like feel simply may This digital platform. easily can be more Digital binders of work start. to place actually a great It’s and other stakeholders. parents, teachers, students, by and accessed shared clicks on the he rarely mentioned that one high school student Anecdotally, his memory refresh to section of his individual school-based webpage Chemistry or molecular bonds he learned the of chemical properties and understanding with a sense of his lab reports does periodically look back at but he prior, year he actually completed. much work how and pride for accomplishment DOCUMENTATION STATIONS & FEEDBACK PROCESSES & FEEDBACK STATIONS DOCUMENTATION groups, in pairs or documenting and reflecting comfortable more are If youth them have is to of thoughtfulness levels similar extract to way an exciting talk aloud while another one person to It helps for one another. interview of them. or three the two between conversation Or it encourages transcribes. fun and video booth” adds an element of whimsical Sometimes, a “confessional communicate and reflect to youth while also allowing innovation technological by curtains and set up with a shielded corner, A simple ways. in different and fun. a little privacy provide to serves device, recording – stations documentation workshops, of educator done in a variety As we’ve function as that cartons Egg the space. set up around – are of the DIY variety foamboard a tabletop hold a smartphone, that contraptions Lego tablet stands, all straightforward these are can be elegantly taken: photos booth where photo documentation help make that alike, and educators youth by created stations, of the norm. more If there is time to fill out a worksheet, there is time for active documentation. documentation. for active is time worksheet, there a fill out is time to If there schoolers making elementary it’s level—whether and grade subject any Across materials— craft with structure a cell high schoolers modeling or a diorama sentences. a few or say write or a sketch, make a photo, can take students and starters sentence create to be necessary it may students, younger With simple, and straightforward remain but these can them fill in the blanks, have on ____.” I worked project, my for such as: “Today, Time Capsule of Time Capsule Accomplishments Over Over Time: 5. about Read more documentation tools in “DIY Brief 3: our Research forDocumentation Tools Makers”. 22 CHAPTER 3 INTEGRATION AND LANGUAGE ROLE, AUDIENCE, FORMAT, TOPIC (RAFT) TOPIC FORMAT, ROLE, AUDIENCE, suggested was that creation portfolio help organize to One of the frameworks the RAFT writing strategy was workshop our practitioner’s at the educators by as their roles understand RAFT helps youth Topic). Format, Audience, (Role, and the consider, to formats the varied will address, they the audience writers, educators portfolios, for this strategy adapting on. By be focusing they’ll topic diving in. important aspects before these consider to youth can encourage the following: Consider and identity of a student, taking on the role you Are role? is your What Role: applicant, or some combination? maker, expert, this with? share to want you would Who audience? is your Who Audience: peers, an admissions teachers, adult makers, personal use, for Is this portfolio show can you and how be looking for, you) (or might they What committee? your at looking forth into put your audience will much time and effort it? How portfolio? with your interact will a viewer How portfolio? the design, aesthetics, important are How will it take? format What Format: include you Will Static? Should it be interactive? and curation? platform, hosting multimedia? and/or text know others to to want do you about? What portfolio is your What Topic: work? and your about you This compilation of work is significant. As more and more is captured and is captured more and As more is significant. of work compilation This projects extracurricular or assignments official classroom stored—whether opportunities— as part of out-of-school-time with friends, or home, done at comes the time When from. select to of their work have records begin to youth a scholarship or apply for to high school, middle school to from advance to youth strengths, and of interests on patterns reflect just even or to internship, in themselves present to collection their from and curate choose will be able to and useful way. accurate the most approximately for Workshop Portfolio led a 2-day Ed Maker 2016, In February public spanning the nation, around from practitioners 60 educational educators. and afterschool librarians to and administrators school teachers and curate, capture, to youth prompt they how discuss to asked When ensued. of discussions a wealth their projects, organize of the discussions many language and prompting, ideas for In addition to the and scaffold structure to how for frame a bigger picture around coalesced 1-2 hours of just from generated ideas were These portfolios. youth creation below. distilled ones are particularly interesting two and conversation, Framing, Framing, Language, and Prompts 23 CHAPTER 3 INTEGRATION AND LANGUAGE 21ST CENTURY SKILLS CENTURY 21ST skills, including century 21st around centered idea was Another framework educators and critical thinking. In addition, workshop collaboration, creativity, and audience. communication, and intra-reflection, of inter- included categories their think through help youth these areas to related and prompts Questions well. as creation of portfolio and the process work Creativity: a constraint? you give Did the teacher original design? your to make did you changes What transformed? design has your How choose and why? did you or materials tools What Critical thinking: portfolio? ideas came up in making your new What challenges? get past did you How get started? did you How time? next do differently you would What portfolio? your from see others to want do you What and inter-reflection: Collaboration whom? point? From any help at receive Did you them feedback? Provide else? help anyone Did you How? ideas? with someone and share work Did you Intra-reflection: about you? say portfolio does your What good? feel you makes portfolio part of your What Communication: portfolio? your or present show will you How portfolio? your from learn about you a friend/employer/stranger would What 24 CHAPTER 3 INTEGRATION AND LANGUAGE What are you working on? working you are What up with that? come did you How before. seen [X] never I’ve out? figure trying to you are What do? object to your want do you What tools/materials? select did you How work? your of to be proud finish need to you do What feedback? ask for Did you or suggested? contributed have others ideas that are What built upon? you idea that someone else’s was What help you? group did your How group? your help did you How on? working are you what youth] [other show Can you turn to? / who did you what got stuck, you When before or learn more research pause to to have point did you what At on? moving it you make did How Why? finish? would you doubted a time you there Was through? do next? did you What Why? giving up? like feel ever Did you do? did you What get frustrated? did you When ____? difficult while making was What about care do you choose it? Why did you Why project. me about your Tell by? inspired you were What this? design/idea important or is your Why ideas? get your did you Where special? forward? project your moved Describe a big moment that Do next? change? would is one thing you what time, had more If you if they others can avoid or challenges that pitfalls, some mistakes, are What doing this project? were project? came up when making your questions What and why? a revision make did you When a surprising moment? was What of and why? proud you are What Whether you use the RAFT framework, the 21st Century Skills framework, framework, Skills Century the 21st use the RAFT framework, you Whether of variety about the to think important it is altogether, different or something various at self-reflection further their thinking and to youth allow that prompts ideas prompt out some of the following Try development. portfolio of stages process. creation the portfolio of stages the various when encountering of in the midst while they’re process thought a student’s gain insights into To their work: • • • • • • sharing and collaboration: encourage To • • • • • struggle: during times of occurred that on the growth reflection encourage To • • • • • • creation: of project aspects out more tease To • • • • • • • • • LANGUAGE 25 CHAPTER 3 INTEGRATION AND LANGUAGE

Why do you think this is important to present? important to think this is you do Why you What time. the first for seeing this portfolio an alien are you Pretend than you) (younger another peer Could person? about this know do you this portfolio? understand on most? will concentrate audience hope your do you What you could How portfolio? your navigate to how know the audience Will that? test your looking at spend time to intrigued? Compelled by the audience Will that? test you could How portfolio? Does the design of a story? personality through your capture can you How personality? your portray the portfolio is this page about? What work? about your convey and fonts colors the photos, do What change would that how etc], video, used ___ [photo, if you I wonder the tone? like and experience reaction your what’s visit often, you of websites Think it? when viewing To help curate and organize content: and organize curate help To • • • • • • • design and aesthetics: around guide students To • • • can continue you how these will spur other ideas for hope that We of the process fully integrate to youth with prompting experiment to learning experience. your into documentation 26 CHAPTER 4 PORTFOLIO EXAMPLES

A esthetics Usability of the site and consistency of content Variety Accessibility When reviewing, consider: consider: When reviewing,

Individual portfolios (belonging to one person) to (belonging Individual portfolios or team) club, a class, or blogs (belonging to portfolios Group by a either in particular, on one project (focused portfolios Project-specific individual) or team Within each of these portfolio examples, though they come from different different from come though they examples, each of these portfolio Within as a formatted questions, the following consider and students, contexts them: look through as you guide, two-page separate On your own, with fellow fellow with own, On your with your and/or educators, examples of a few find students, What do professional portfolios. them? about or dislike like you For the sake of organizational clarity, we’ve parsed the examples here into into here parsed the examples we’ve clarity, of organizational sake the For categories: three • • • in on zero doesn’t necessarily portfolios of organizing this way in mind that Keep called out in earlier chapters. we that distinction process” versus the “product but also additional categories the above consider not only be helpful to It may processs over emphasis of product or the audience elements, such as the intended examples. portfolio the and digest understand best to versa), vice (or part in our taken have that the field sites from come of these examples Many of your sample portfolios at look to however, free, Feel thus far. project research from or even and students, of educators networks your – whether from own into interwoven we’ve One of the exercises community. maker broader your portfolios pull out elements of professional to is asking educators our research deem they what on reflecting are they In doing so, and dislike. like they that teachers, anticipate they what of learning and/or indicators be the best to can ask the same You see. to as wanting and other stakeholders administrators, own design your help you opinions to youth and allow of students question(s) expectations. and portfolio framework PORTFOLIO EXAMPLES PORTFOLIO

4 CHAPTER there are countless others. are there array, specifically chosen to show the diversity, but naturally naturally but diversity, the to show chosen specifically array, examples of ones already online. Here we present you with an you present we Here online. of ones already examples might work best for the youth in your space is by looking at space is by your in best for the youth might work Often, the best way to begin envisioning what type of portfolios type what to begin envisioning best way the Often, TRY THIS! THIS! TRY 27 CHAPTER 4 PORTFOLIO EXAMPLES Notes What might you suggest if you were provide provide were if you suggest might you What to it relate the individual? Would to feedback its aesthetics, purpose, overall the portfolio’s something else entirely? or its content, Imagine you were a college admissions admissions a college were Imagine you parent, teacher, recruiter, a officer, administrator. and/or educator, afterschool to like might you what Depending upon role, areas And what of in the portfolio? see more be abbreviated? could Is the site intended to serve as a portfolio for for as a portfolio serve to intended Is the site or career college to admission high-stakes of the Or is the purpose opportunities? a providing towards intended more portfolio capturing and reflecting for space dedicated work? on the youth’s As an outside viewer, are you able to see an able to you are As an outside viewer, and learning? of thinking evolution Is there a clear narrative that pulls the that a clear narrative Is there and/or posts sections, pages, separate story What coherence? into media together Or does the portfolio tell? does the portfolio How of artifacts? a collection like more feel to youth/students your encourage might you carefully? and curate find the right balance What do you think the purpose of the think the you do What is? portfolio What do you see of the youth’s voice, voice, see of the youth’s do you What and abilities? interests, choices, What does the portfolio tell you about the you tell does the portfolio What know? to want else do you learner? What Guiding Question GUIDING QUESTIONS for PORTFOLIO EXAMPLES REVIEW EXAMPLES PORTFOLIO for QUESTIONS GUIDING 28 CHAPTER 4 PORTFOLIO EXAMPLES Notes Overall, given your reflection on these reflection your given Overall, design a portfolio might you how examples, enables them that youth your for experience elements – the key and consider create to whole – of a portfolio? and cohesive What barriers do you foresee for a learner (or a learner (or for foresee barriers do you What this? like a portfolio create to an educator) those barriers be lowered? could And how What learning outcomes are you seeking to seeking to you are learning outcomes What within the portfolio? identify and measure critical of skills like the indicators are What Or of effort, thinking and collaboration? and mastery? persistence, If a group or collaborative portfolio, are you you are portfolio, or collaborative If a group unique contributions the discern able to important is it to of each individual? How might How identify the individual pieces? if the work the individual’s think about you collaboratively are AND portfolio project(s) created? Is it obvious when or where an adult when or where Is it obvious instruction, provides or educator facilitator When and where structure? or scaffolding, best? works What How? does it vary? Does the portfolio take advantage of the of advantage take Does the portfolio tools and platforms? of digital affordances of multimedia formats a variety Is there does each uniquely included, and what for possibilities there Or are show? in this area? improvement Does the portfolio provide a sense of the provide Does the portfolio on Or does it mainly focus process? youth’s the final product? Guiding Question 29 CHAPTER 4 PORTFOLIO EXAMPLES Caleb B. (About Me page) in film) (multimedia, interested Sage O. digital fab) S. (coder, Claire L. (blogging with voice) MyCo page) and portfolio in-depth posts Ethan M. (more (DHF) is an afterschool tech center for youth located located youth for center tech an afterschool (DHF) is Foundation Digital Harbor Portfolio the Open sites of the first and is one Maryland, in the Baltimore, be a field to DHF continues summer of 2014. initially in the visited team Project work. Project the Open Portfolio phase of the second for site hosting currently and are and tools a number of platforms DHF has tried out Evernote from everything tested They’ve on WordPress. portfolios student of use and interface. ease about the platforms’ thinking constantly Tackk, to effort concentrated and considerable put forth have Digital Harbor’s educators emphasize to experiences designing their youth and setting the stage towards the beyond reach considerations Their creation. portfolio and promote done within work being the reflect portfolios how consider to individual too, been a simple it’s that no one will pretend Though as a community. their space, place. learning take and seen some rich reflection have they process, Portfolio, tabs: Home, content-area four features each portfolio Currently, that design and simple template is a general there I Am, and Blog. While Who liberty to at are the options, students streamlining all the sites, runs across and banner image, top, at including the banner color some features, customize their individuality. express enabling them to used throughout, font thoughts and reflections, project all their contains Blog section generally The they’re the blog that from can pull pieces they tab is where while the Portfolio to and strive of curator the role play them to allowing of, especially proud Notable in these pieces portfolios. in their keep to like they’d include works developing write, with which the youth tone is the ease and conversational audience. and thoughts with a larger in sharing their works level their comfort videos, graphics, with a mix of images, also embedded their posts Students journal pages. of handwritten digital pictures and even questions at them using the guiding a look Take examples. five are Here above! from • • • • • DIGITAL HARBOR FOUNDATION DIGITAL

Individual Individual Portfolios ON THESE REFLECT REFLECT 30 CHAPTER 4 PORTFOLIO EXAMPLES Rihanna H. Harrison C. Y. Indika Sophia C. Student portfolios: portfolios: Student • • • • Crazy Dog (nickname) Crazy portfolio: grader Second (nickname) Gamer Tamer portfolio: grader Fourth Scott Swaaley Swaaley Scott Mona Kiani HIGH TECH HIGH: HIGH TECH ELEMENTARY CHULA VISTA ELEMENTARY HIGH TECH HIGH: HIGH TECH Elementary Chula High Tech at teacher One particular elementary school his for of individual portfolios and supports the creation facilitates Vista digital portfolios, reflection-based predominantly are These students. young the students identity, each student’s protect and to on Google Sites, hosted student not show may portfolios these While themselves. pick a nickname for expressing comfortable become to enable youth they per se, projects, the act of encourage and they digital format, outward-facing in an themselves the and lay build metacognition both important skills that These are reflection. the student- building onto upper grades, in the further portfolio for foundation schools promotes. High Tech that work and exhibition led presentations have again students but once all based on a basic template, are portfolios The Each profile color. background like features, certain customize the ability to as is the banner image on each student’s self-portrait, is a hand-drawn picture an interesting which becomes bearing the self-chosen nickname, homepage, tabs in the standard also are There identity. on one’s in reflecting exercise Reflections, Monthly Project Reflections, which include Academic left rail, school and at his past student a samples, one from two are Below Reflections. school. his current at a student one from • • is known for its for is known of schools High network High Tech California’s Southern presence strong A exhibitions. and student curriculum project-based integrated recently was 3 campuses and 13 schools and across it is situated in San Diego, high schools within The Succeed.” to Likely “Most on the documentary featured all four runs across that system a portfolio have High network the High Tech staff the from linked are portfolios digital individual staff Notably, levels. grade of portfolio value about the intrinsic an important message pages, sending this institution. at work and Weebly, built via Google Sites predominantly pages are Portfolio and templates range of students a wider offering Wix, on with a few their to a look and feel create to deputized are Youth customizations. work and personalities. Customizations of their is reflective that portfolios and look. As well, bar location navigation and imagery to font, color, from vary organized others are school year, by level the top at organized are while many to Enabling students and biography. internships, projects, area, subject by that likelihood a better of the look of their page creates control greater take investing and value of their portfolios a sense of ownership will have students portfolios. and teacher of student examples several are it. Below time into portfolios: Teacher • • HIGH TECH HIGH HIGH TECH

REFLECT REFLECT ON THESE REFLECT REFLECT ON THESE 31 CHAPTER 4 PORTFOLIO EXAMPLES , built collaboratively by six students in six students by , built collaboratively Ashlynn B. Emmanuel G. M. Zoren G. Tania PITTSBURG HIGH SCHOOL PITTSBURG including in select classes, High School, students Pittsburg California’s At Weebly-powered maintain Technology, Design and Robotics Architectural and SchoolTube, Embedded with Google Slides, videos on YouTube portfolios. each multimedia screenshots, Scratch even design files, images, and SketchUp images, and layout, choice, and font though color is customized portfolio A and interests. unique aesthetic student’s each into a window providing . on a Google Doc spreadsheet is hosted of these portfolios directory and individual thoughts, reflections, features of each portfolio most While websites, own custom their have that projects to group some link off projects, Monster this one named the Foil like Faire. Maker it at hopes of presenting portfolios: sample individual four are Below • • • • Because these portfolios are created by young elementary schools students, elementary young by created are these portfolios Because the much of scaffolds teacher The similar. obviously the language is much of the then complete students and starters, sentence providing writing by student As the academic thoughts. constructed own with their and paragraphs sentences – to is set aside during class – and time encouraged are students progresses, year may students In addition, on one another’s portfolios. and comment review, read, of their own. interests and and sections about projects add in pages choose to to or others want led, they that presentation a classroom a video of Some link to and interests. activities extracurricular about their pets or photos) (and post write of his sampling has a healthy teacher Vista Elementary Chula High Tech This and others not), which publicly visible (some on his site portfolios students’ a permission He also has a link to personal portfolio. own his also represents work and of portfolio the benefit which he explains , through parents slip for used, nicknames are describes how with an authentic audience, youth providing permit to want of sharing they choose which level to parents and then allows creating for tutorials and video to written links their child. He also offers for with utilizing in line Google Docs and YouTube, (on with students Google Sites suite). Education for Google the complete in individual frames displayed physically are this class for portfolios All student hand-drawn is the student’s In each frame outside the classroom. on the wall particular This website. the portfolio to code and a QR the nickname, portrait, the number given and of sharing digital work way is a unique tangible display in work student promote help to High schools receive, High Tech that of visitors public way. a more

REFLECT REFLECT ON THESE 32 CHAPTER 4 PORTFOLIO EXAMPLES . , built on Google Sites, as all Monticello academic portfolios are, are, academic portfolios as all Monticello , built on Google Sites, BAY AREA VIDEO COALITION COALITION AREA VIDEO BAY Coalition Video Area Bay center media new nonprofit San Francisco-based video, teaching audio, youth, for programs a number of innovative offers and entrepreneurship for youth as preparing and design skills, as well emerge that As such, the individual portfolios development. professional youths’ passions, of the true reflections become to tend the program from of portfolios from indistinguishable often personalities, and aesthetics, below. are examples Two budding professionals. her actual displays that has a crisp layout portfolio alumnus Mandy V.’s BAVC videography creative alongside her own designer, as a UI/UX client projects as anecdotal as well and embedded on the page), on Vimeo (hosted projects visual many like Alternately, about her hobbies and interests. information on Behance also has a portfolio she professionals, a slick, highly features portfolio Desmond H.’s platform, Built on the Pathbrite and sound, graphics, in video, samples of his work hosts that visual layout the graphics. over hover appear when you descriptions that each with text , part of the Albemarle County Public Schools the Albemarle County School, part of High Monticello 10th its 9th and for portfolios school-wide instituted VA, in Charlottesville, grades all four and now year, academic school the 2013–2014 in classes grade set of guidelines a common employs Monticello digital portfolios. employ to the implementation leaving little, very all but mandating to available As such, classes. distinct even departments, or specific individual teachers, to genre-specific from ranging forms, many take Monticello at portfolios consistent varies, from also Implementation project-specific. individual to of each. is an example entries. Below irregular more to work portfolio SoundCloud his own started Keenan Portfolio: Individual Genre-Specific portfolio initially serving as a sound class, digital music his Monticello for site to He continued the semester. throughout his projects showcase to has close to he now year, last and though he graduated build on his page, in the music industry. and is working followers 14,000 academic Ella C.’s student of 2017 Class Portfolio: Individual Academic portfolio attached or most and projects, of reflections years of three is a collection Google Docs. in linked Ella C., this page is an example Also belonging to Portfolio: Project-Specific English all 9th grade that final project multi-genre of a portfolio-based platform, Based on the Weebly the end of the semester. at complete students and image font, this page with color, customize able to was the student the project. a mood for create to choices MONTICELLO HIGH SCHOOL SCHOOL HIGH MONTICELLO 33 CHAPTER 4 PORTFOLIO EXAMPLES BAY AREA VIDEO COALITION AREA VIDEO COALITION BAY work on their main youth video featuring model of an interesting offers BAVC videos, some facilitator-created channel, alongside their own YouTube BAVC in, for created were they the program to according in playlists organized the who produced descriptions, the youth Gen. In the YouTube Next example, work a wider, youth this does is offer What clear credit. given always are pieces on and embed their work reference to as a way as well authentic audience, page on is also an aggregate There in the future. of their choice the platform media. youth-created just features pulls and that website BAVC’s DREAMYARD PROJECT DREAMYARD City, York of New borough in the Bronx art organization largest The of programming youth a wide array area offers Project the DreamYard dance, poetry, including theater, a number of art forms, opportunities across design, fashion and audio production, music video, visual arts, photography, develop help youth is to of the programming and engineering. One intent they and as such, century,” of the 21st be “leaders and innovators the skills to has Art Center DreamYard The work. and portfolio documentation encourage pages for aggregate other Tumblr links to hosts page that aggregate a Tumblr programs. each of their art form-specific not as text shows that – an example the digital music page example, For the BeatYard from of posts – is a collection of the content the foundation some of the youth- to a where SoundCloud page , which also links off program the link leads to photo/video The hosted. are sounds of the program created YouTube , which has student program MovieMakers page of the DY aggregate channel. Other pages, YouTube on DreamYard’s videos embedded, hosted Poetry and the Bronx (visual arts) Collective Art the Bronx such as the ones for of (including digital pictures collection of embedded images a offer Project All work. student and videos showcasing poetry in journal pages) handwritten platform a public-facing have to students allow these pages on Tumblr, hosted outside the group. sharing their work for Rather than creating individual profiles, one way to get started featuring featuring started get to way one individual profiles, than creating Rather as serve to set up a site making is to are youth and progress the projects In some of example. for or class, club, either a team, for portfolio, a group the actual uploading. the ones doing often most adults are these instances, with work their share proudly to students for allow sites these Nonetheless, to and a period of time, over work on reflect to their group, others outside of enabled. are comments where especially an authentic audience, have show may they because especially interesting and blogs are portfolios Group may Or they organized. then collaboratively is individually made, that work the beginning. from efforts based on collaborative are that projects display and identity the work insight into provide types of portfolios In addition, these a whole. parts of from painting a picture and community, of a group Group Group Portfolios/ Blogs 34 CHAPTER 4 PORTFOLIO EXAMPLES , are updated by various team various by updated , are . Linked from that page is an aggregate page is an aggregate that from . Linked Van de Graaff generator and the dog house generator de Graaff Van LIGHTHOUSE COMMUNITY CHARTER SCHOOL LIGHTHOUSE COMMUNITY a serves (LCCS) School Charter Lighthouse Community Oakland, CA-based been have LCCS at Educators community. a low-resourced in audience full K-12 particularly years, four the past roughly for with documentation experimenting are they learning. While maker-centered to and activities related within classes of their documentation examples platforms, and in between regrouping currently site Lab can be seen via the Creativity work such as Each project, high school students. by portfolios page of project-based the WordPress. on members, sometimes including images and videos, all hosted Guides in the Lab page is a series of Project the Creativity from Also accessible ideal by organized facilitators, by created how-tos project of hand-drawn form of a class a short example recently, though not updated As well, age group. student and featuring on Tumblr can be seen, hosted the Making class blog for Tumblr using stopped has since LCCS words. own in their written reflections to the site which forces host, they that content because of the inappropriate network. the school’s by get blocked , Robots Storming and program engineering robotics Jersey-based New who of the youth 12, and many 4 through in grades youth toward is geared their own have Teams a number of years. on for continue the program enter years. the over and progress projects their reflect that online portfolios roboticists young of three , comprised Team Dimensions is The One example as as well bios, achievements, their page features old). Their (13 and 14 years perspective. the team’s from highlights, written and software robot CLUBHOUSE CENTER COMPUTER SORENSON UNITY for clubhouse a tech is home to Center Unity Sorenson City-based Salt Lake the Museum of program a collaborative Clubhouse Network, of The part youth, of the Clubhouse is mission The Media Lab. and the MIT Boston of Science, skill, and experience, gain to the opportunity youth underserved provide to to MIT, connection of the because Likely, technology. working with in confidence on the Build in Progress projects of youth the Clubhouse maintains a collection product, over process celebrates inherently this site its layout, Through platform. and of the assets most along the build. While the sharing of each step inviting soft remixed this like some projects, facilitators, clearly uploaded by are text words. own in their written reflections, youth features project circuits STORMING ROBOTS ROBOTS STORMING Project- Specific Portfolios 35 CHAPTER 4 PORTFOLIO EXAMPLES

Located in Silicon Valley, Menlo School is an independent 6–12 college prep prep college 6–12 an independent Menlo School is Valley, in Silicon Located Menlo The hands-on learning. on and focus shop tool an extensive school with accessible of readily a collection features site Research School Applied Science of tool , including a directory work , and student ideas project resources, a page with a short to each link off project of student list The guides. safety WordPress. through hosted of the project, a full PDF a link to description and they and complex: diverse are in this chapter showcased examples The interests, skill levels, levels, age environments, of educational a range represent to influence, is much invisible each portfolio And behind work. and ultimately, to. not privy often are as viewers, which we, but to with examples, you overwhelm is not to of the examples intent The the facilitating and in both creating your ongoing practice on reflect help you that themes key there are these, In reviewing with youth. portfolios of creation surprises there Are students? and your you to important are that or emerge considered? never you’ve that you strike that working with and in research, findings in our compelling One of the most of a “good question subjective the extremely and debate discuss to educators should a portfolio upon sentiment that agreed is the generally portfolio”, not be initially may thread narrative This threads. clear narrative have ultimately and and compiles, documents, creates, as a student front-of-mind) (or evident collection a vast store to a simple repository develop sensible and smart to it’s upon reflecting artifacts, of curating in the process Nevertheless, of work. to wants he/she the identity that and its meaning, and establishing work one’s and the a story, individual weaves a young audience, an intended to present tale. of the as evidence serves portfolio MENLO SCHOOL SCHOOL MENLO Conclusion 36 CHAPTER 5 TOOLS FOR CAPTURING

6

TOOLS FOR CAPTURING TOOLS , when asked to identify identify to , when asked Project our Open Portfolio for of 51 sites In our survey often most folks work, and portfolio documentation barriers to the biggest staff, lighting, laptops, cameras, training, needed time, they that responded isn’t just put it, “There As one educator taking the time. justify to and a reason everything!” time for field new in this exciting the way paving are that the sites Not surprisingly, of the importance determine the time to also the ones who had taken are and reported accomplish, to like they’d what set clear goals for documentation, is good. However, and computers cameras, internet, to access their site’s that they using what by get the wheels turning to starting were sites more many High tech practices. documentation learn and value help youth to have skills. metacognition teaching to not imperative are offerings that much of the documentation is that our surveys from Another takeaway adults with the purpose of is done by these sites being done at is currently both of which are the community, with and sharing knowledge promotion focus we creation, though, in the light of portfolio Here, important endeavors. we end, that To speak, in the hands of the youth. on putting the lens, so to the youth to accessible documentation make that and platforms highlight tools the oldest. to the youngest from themselves, we’ve commentary which include “Field Notes”, offer we instances, In a few organizations. youth-serving at users, especially educators, from gathered

5 CHAPTER 6. in our Learn more “Survey Brief 3: Research III”. Part of Makerspaces, would best serve your demographic and purposes. purposes. and demographic your serve best would and which of the many freely available online tools and apps online available freely of the many and which what tools you already have, which you may be able to acquire, acquire, to be able may you which have, already tools you what portfolios to serve in your environment, it’s time to consider time it’s environment, portfolios in your serve to Now that you’ve determined the main purpose you hope the main purpose determined you you’ve that Now 37 CHAPTER 5 TOOLS FOR CAPTURING example and model the behavior of documenting and model the behavior example Using sketches. notes forusing sticky early University’s Stanford like process a creative learning design thinking can help with iterations, and reflecting. forward, It’s fast, flexible, and creative. One and creative. flexible, fast, It’s and digitizing is taking pictures challenge in Google Sketching artifacts. the physical and app, capturing in the Post-It Docs, Lead by can help. scanning sketches have come a long way in the last decade in the way of decade in the way in the last a long way come have Digital cameras that we surveyed sites few a are While there and ease of use. affordability employing were most use, to the youth on hand for digital cameras have today’s built in to capabilities of the high-quality cameras the impressive students for these tools provided Some sites smartphones, tablets, and laptops. environments. device) own (bring your their BYOD while others celebrated images videos, and audio, high-resolution can capture these devices Since from one data of digital transfer easy connectivity and support wi-fi plus offer widely used. the most become another via apps, they’ve to device Even if your goal is for the youth in your space to have a digital, self-curated, a digital, self-curated, have to space in your the youth is for goal if your Even lacking you are skills, but and works, processes, collection of their and reflective can get you or tablets, smartphones, cameras, laptops, like tools in digital a notebook available: tools approachable and accessible the most with started and failures, successes, ideas, experiments, of recording act and a pen. The that reflection opportunities for with the inherent — combined iterations help teach and process of learning through artifacts — create provide they realm. the digital to be applied can later skills that documentation paper, pencils, graph pens, markers, notebooks, like tools accessible Readily and documentation for tools as powerful be overlooked should not and posters barrier low a have affordable, they’re that perks are The obvious self-reflection. source Plus, the only power connection. an internet require and don’t entry, to one of of fact, As a matter mind. of a young creativity endless need is the they School, experimented Charter Lighthouse Community the schools in our survey, portfolios, student hosting for WordPress and Tumblr with online platforms their goals and ask the refine a moment to take the time being, as they but for paper journals. As well, to returned they’ve their institution, for right questions online by share later to digital content into the pages of a journal can be made simply taking digital photos. thoughts, and organize has been helping plan projects, note humble sticky The it’s it. Whether like nothing quite there’s and a year, many solutions for visualize makes that strip adhesive or convenient impermanent nature, size, the compact Some favorite accessible. more be any couldn’t it certainly it such a useful tool, Digitizing and reflection. summarizing, commenting, storyboarding, uses are snapping digital shots and can be as simple as notes and capturing sticky and creating app for a Post-It there’s Not surprisingly, categorize. tagging to notes. digital sticky entirely organizing Sticky Notes Sticky Tech/ Low No Tech High Tech/ Digital FIELD NOTE FIELD NOTE 38 CHAPTER 5 TOOLS FOR CAPTURING

Setups: Materials and environment “before” shots, including the space shots, including “before” and environment Setups: Materials and tables does the is this happening? What shots: Where context Wide-angle look like? whole environment shots Medium and small-group as of as well and materials, with tools working Close-ups of hands emotion facesshowing the same shot in and faces work shots showing Table-level shots Overhead meta!) very (How of documentation of other forms Documentation maintaining organization Helpful for of the space: pictures and after Before an should ideally be left after the space of how an image providing by chaos of making creative the activity while celebrating Among the issues associated with collecting these digital assets are data data are assets these digital with collecting associated the issues Among Ed’s Maker useful shots. clear and and capturing organization, storage, with helpful list and video shot a photo offers Playbook Makerspace Youth and still moving versatile of useful and a variety encourage to suggestions here: verbatim images, reproduced • • • • • • • • physical for space make to get creative had to always have Art classes in the Portfolios been large. have of which may many of artwork, portfolios a computer, (on deal of space up a great can also take of digital content form an issue. or in the cloud), which can quickly become server, Google like services storage on online file rely educators many reason, this For hosting content-specific employ opt to below), (described or Dropbox Drive a blogging into content or SoundCloud and then pull that Flickr like platforms offer that portfolios for intended or use platforms WordPress, like platform is A number of these options storage. of data amounts or unlimited large hard locally networked employ is to alternative The in detail below. discussed will be of storage terabytes many of how an issue then become which drives, and their assets can extract students how of as a question as well necessary to determine helpful it’s case, with them. In any to take drives off the data accumulating start you use before to like solution you’d which storage unmanageable amounts of digital data. think about you, for works solution that storage the data have you Once and other the images, videos, graphics, apply to of tags to a system developing content, classify used to keywords essentially are Tags create. the youth assets its searchability. and helps maximize content accompanies that the metadata in a multitude of ways. and identifying can useful in categorizing Tags period, number or class include the course tags could in-school classes, Across the academic subject or grade level. Tags can indicate the name of a project, the name of a project, can indicate Tags level. the academic subject or grade clues. contextual even point of the asset, used, the focal or materials the tools if not all, of most, architecture the core built into and large by are Tags and implementing a Creating chapter. described in the next the platforms collaboration. and facilitator youth for project of tags is a perfect system Organizing with Tags Storage Storage Considerations 39 CHAPTER 5 TOOLS FOR CAPTURING

Egg carton tablet stand Egg carton stand smartphone board Poster back cover Smartphone Lego Dinosaur smartphone stand arm stand camera overhead Adjustable, lamp an old desktop mount from camera Articulated stabilizer $14 camera than $10 less for stabilizer Cellphone light box Photography mount camera overhead PVC truly captures unclear shot and one that a hazy, between the difference Often, available lights are important details is lighting. Studio the moment and shows clip-on Even than none. one is better having online and even inexpensively for well work paper, or tissue fabric, paper, of white by a piece lights, diffused shot. any clarity of almost the adding to Amazing things happen when you put cameras in the hands of youth and you you and hands of youth in the put cameras when you things happen Amazing perspectives interesting and the fresh by yourself delighted find will no doubt of the act is that odds with documentation at often However, provide. they an interruption it seems like documenting that can be so engaging making a clear shot get to steadily holding a camera As well, forgotten. or is often with the use of be addressed can issues two These can also be a challenge. stands. and camera stations documentation (and perhaps and stand with a camera corner a dedicated creating Consider stages various at their creations kids can take where set up, light box) a even the DIY Girls At video. or shoot a short snap a quick photo to of completion, in a booth Talk” a “Maker created they’ve instance, for program, after-school in front sit to a moment take to encouraged Girls are behind a curtain. corner did project which include: What provided, questions and answer of the camera proud most you are What challenges? any have Did you on today? work you to youth encourage is to An alternative next? make to want of? do you What more are those who for intimidating be less which could one another, interview discussion. group to customized or who are shy not of documentation the tools having can also be made for argument The making is happening. that in the same spaces available but readily away tucked steady hold cameras in handy to can come and mounts end, stabilizers that To a are There is not forgotten. so documentation them in clear view and have which were of these, mounts. Four inexpensive of DIY solutions for plethora outlined in the Open Portfolio were make to and inexpensive particularly easy : Makers” for Tools Documentation Brief 3: “DIY Research Project • • • • as a space sides open can serve with two box white a simple four-sided Even There’s can be quickly taken. or video of a project-in-progress a photo where of a 360° view the capture for allows that a DIY turntable also Spin, essentially other simple DIY solutions with full a few are Here of a project-in-progress. make: than $30 to more none of which cost the web, around from how-tos • • • • • • Lights Documentation and Stations Stand 40 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

PLATFORMS FOR FOR PLATFORMS STORING, RECORDING, AND SHARING used by educators (to our knowledge). While this is in no way an exhaustive an exhaustive is in no way this While our knowledge). (to educators used by Here we break down and categorize the tools and platforms most often often most and platforms the tools and categorize down break we Here list, it offers a solid place to start exploring your options. If there are other are your options. If there exploring start to a solid place it offers list, tools and platforms not mentioned here that have worked for you, we’d love love we’d you, for worked have that not mentioned here platforms and tools to know about them. Share your thoughts via Twitter, using #openportfolios, thoughts via Twitter, your about them. Share know to and tag @MakerEdOrg! for all offered they’re is that share the options in this list all One quality that exchange in fee for a accounts “pro” also offer Most in some capacity. free a didn’t offer that any covering from refrained we capabilities, but more for apps that accompanying all also have that say to safe it’s As well, version. free devices. of mobile a variety from easing documentation can be downloaded, transparent less some are of data; export easy for allow Some platforms open-source and practice epitomize GitHub, like Some, do so. to about how about the care obviously We proprietary. more are while others development, and the privacy data, access can which you with the open-ness ease of use, determine to and facilitators youth up to ultimately but it’s have, you control more help you point it out periodically to of each. We of importance the level options. your deeply explore for the user interfaces fine-tuned and intuitive how no matter Bear in mind that space your into introduced and tool platform new every be, may these platforms and both the youth for and familiarizing, amount of training a certain will require will training and providing allotting time, account, this into Taking facilitators. of the platform. the potential of adoption and maximize the chances increase of these applications the life consider platforms, As is it with all software youth important that so it’s and go, come companies see tech We’ll too. the X but also understand use Platform to not only learn how and educators or portfolio. a website create to elements of how and key framework skeleton

6 CHAPTER your environment. environment. your differences, and deciding which is best suited to the youth in youth is best suited to the which and deciding differences, the hardest part is sifting through the choices, deciphering the the choices, part through is sifting the hardest Amid the sea of options available for creating digital portfolios, digital portfolios, for creating sea of options available Amid the 41 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING 7 support a particular medium, whether pictures, videos, medium, whether pictures, support a particular sites Content-specific on another which can then be embedded code, or sounds, design files, GitHub SoundCloud, Thingiverse, Flickr, YouTube, Vimeo, or webpage: website of documentation support the creation tools collaboration Classroom Evernote, upon: Tackk, and collaborated collated, can be shared, pages that Hackpad, Google Docs or class support the making of individual tools creation Website/blog content-specific pulled from with content can be embedded that websites Wix Blogger, Weebly, Tumblr, hubs: WordPress, other storage and sites step-by-step for uploading templates specific offer sites Project-based Build in DIY.org, of a build: Instructables, along the way or steps instruction Progress portfolio facilitate to specifically created were sites Portfolio-specific Behance SeeSaw, Pathbrite, FreshGrade, creation: multimedia storytelling of creating process the make Fun digital tools and voice GIFs, animated animations, stop-motion screencasts, assets—like of all ages: Jing, JellyCam, students to and accessible video—easy over Screencast-O-Matic Puppet Edu, Shadow Voice, Adobe Ubersnap, digital data: storing for and in the cloud on servers space offer tools Storage Drive Google Dropbox, educators for of apps available full suite is Google’s Education Google for This conceptualization is both ideal and lofty, but as youth and educators – across – across and educators but as youth is both ideal and lofty, conceptualization This and portfolios – create learning environments and informal formal, higher ed, K-12, that increases social, and useful, the likelihood be accessible, them to push for demand. to suit and respond to available will be made open platforms quality, WHY OPEN? WHY OPEN? , Brief series Research Project the Open Portfolio from pull directly To decentralized, as an openly networked, an open portfolio conceptualize “we the of maintains control in which the maker system portfolio and distributed be able to would platform ideal open portfolio The process. and curation content and be a highly social, open environment) (i.e., information and exchange share and showcase upload, capture, easy enable to mobile platforms across synced can making. Open online platforms of and processes work-in-progress, work, of settings. Open across and visible accessible, abundant, resources learning make lifelong for tool as a central portfolios the utility of revisit seek to portfolios practices, assessment contemporary to learning and as a viable alternative in prior the shortcomings help address to technologies new while leveraging initiatives.” educational In the descriptions below, you may see stats about parent companies and and companies about parent stats see may you below, In the descriptions these well how insight into you give to included are of users. These number (usually are popular they how and other tools pair with and platforms tools which “Field Notes”, also include we some, For of use). their ease to testament in users on the ground from heard we’ve insights, and comments anecdotes, are the country. across organizations youth-serving can be all of which category, general by organized outline are we options The creation: portfolio toward utilized • • • • • • • • 7. Research from Drawn “A Networked Brief 1: Vision for Sharing and Documenting” 42 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

authentic and engaged audience. audience. authentic and engaged surprisingly Sometimes commenters provide feedback and encouragement. constructive [youtube.com] [flickr.com] [vimeo.com] Launched in 2005 and now owned by Google, YouTube is arguably the largest the largest is arguably YouTube Google, by owned Launched in 2005 and now and 100 a month with 1 billion unique visitors in the world site video-hosting you can upload maximum file size The minute. hours of video uploaded every are that upload videos length is 11 hours. To is 128 GB and the maximum video owned it’s Because account. your verify must long, you than 15 minutes more in search (higher ranking “Google juice” more along with it comes Google, by of apps. the Google suite into and smoother integration results) Owned by Yahoo, this image-hosting site touts benefits when it comes to comes benefits when it touts site this image-hosting Yahoo, Owned by albums and images into your organizing management and sharing. By photo is then that metadata add becomes you and tags, the information using notes help add others to to permissions give to you Flickr also allows searchable. is uploading off of whoever taking the burden photos, and tag your notes the images. FLICKR People love YouTube because there is a because there YouTube love People dedicated community of users, massively offering an and commenters, followers, VIMEO YOUTUBE We believe that open portfolios help youth develop and hone 21st century, century, 21st and hone develop help youth portfolios open that believe We digital citizenship, and metacognitive skills. Being able to be comfortable be comfortable Being able to skills. and metacognitive digital citizenship, online audience a larger of in front and processes their projects presenting build confidence, can also help and encouragement) feedback (and receiving education higher digitally driven in the largely thrive to youth preparing and tools platforms of the many end, while that To and workforce. environment encourage most work private, portfolio keep to options offer here presented online. of makers community visible and joining the global publicly making works or a private software proprietary not solely tied to are truly open portfolios Also, the with them beyond assets their take to creators portfolio enabling institution, of learning. a lifetime on them throughout hand and build at program and analysis of a level encourages portfolio a digital of creating process This certain identity. a into artifacts collected the curate to to be able reflection to present to want persona they think about what to deputized are Youth and persona might look like. their digital footprint as what whom, as well Created by a group of filmmakers in 2004, this video-hosting site tends to tends site in 2004, this video-hosting of filmmakers a group by Created A basic account YouTube. cousin films than its free-for-all artistic more feature 25 GB a year) (up to and upload limit of 500 MB per week and provides is free can You and basic stats. controls, basic privacy videos per day, 10 and up to there that perks are The albums. and three one group, one channel, also create of 100 million users. videos join a community no ads and your are Content- Specific Sites FIELD NOTE FIELD NOTE 43 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING and iteration can be tracked so the user can see can be tracked and iteration upon. edited and improved was what exactly [soundcloud.com] [thingiverse.com] [github.com] GitHub’s interface is a celebration and interface is a celebration GitHub’s change every process; epitome of showing SoundCloud is essentially “the” site for audio creators. for site audio creators. “the” SoundCloud is essentially Owned and created by 3D printer company MakerBot, Thingiverse is a robust is a robust Thingiverse MakerBot, company 3D printer by Owned and created remixing. emphasis on sharing and strong a 3D design files with for repository and be made license Commons bear a Creative to encouraged All designs are 3D design files and the can upload your You the community. to available freely versions of remixed own their and offer comment, can download, community is home to site The can do the same. you design — and of course original your half a million 3D models and counting. roughly Launched in 2008, SoundCloud is a social sound platform that supports music that platform SoundCloud is a social sound Launched in 2008, of upload time a month, hours three you allots account free A and podcasts. on can then also be easily embedded tracks Your displays. with basic stat community its extensive are perks of this site biggest The blogging platforms. million unique monthly 175 users and over 150 million registered of over on and comment message, can “follow,” aspect. You and its social listeners the world. out to creations as get your well as other sound creators, GITHUB THINGIVERSE SOUNDCLOUD Though the site is open to any kind of content, Flickr encourages and enforces and enforces encourages Flickr of content, kind any is open to the site Though you don’t If content. for adult settings filter setting appropriate for their rules and warned, you will be will be moderated, account your filter, set the correct you affords account A free don’t comply. if you be deleted could account your do also support video MB. They 200 up to can be Each photo 1 TB of space. than 1 GB. or larger minutes can’t be longer than three uploads, but videos Boasting a community of more than 12 million people, GitHub is the largest web- GitHub is the largest than 12 million people, of more a community Boasting code With 31 million project. a whopping featuring service, based code-hosting frameworks, web application to to 3D models emoji from everything for and files hosting for a charge and there’s public projects users posting for is free the site with features and iterations collaboration GitHub encourages repositories. private and wikis for task management, requests, feature bug tracking, control, revision like project. every FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE 44 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

the text by author. One of Hackpad’s biggest biggest One of Hackpad’s author. by the text See below is Google Docs. obviously, competitors, Google Suite. notes into the entire for more youth, who found it “superfluous and external found who it youth, shareable also not really It’s to their workflow.” depending to maintain, online and can be costly plan. on the desired streams and comments, as well as spam. spam. as as well and comments, streams Open commenting cannot be disabled. simple the platform is really On the flipside, for polished, allowing and straightforward, posts with minimal effort. creative [evernote.com] [hackpad.com] [tackk.com] High school classes have utilized Hackpad utilized High school classes have and notes, for and process sharing project to identify teachers delight in being able Evernote’s look and feelbe a bit may Evernote’s This could explain difficult to customize. educators noted that the several why at all popular with the platform wasn’t The Tackk platform seems to be moving platform seems to be moving Tackk The the educational focus it from away a social media- once had and toward This has opened up direction. centered portfolios to outside social media youth TACKK HACKPAD EVERNOTE Acquired by Dropbox (and now includes Dropbox integration), Hackpad is a a integration), includes Dropbox (and now Dropbox by Acquired A “pad” is a content collaboration. for optimized editor text real-time web-based and a “collection,” into while a series of pads can be tagged and compiled page, can team of your Members “workspace.” team’s your can be added to collections to each user. attributed comments, all files, and leave share notes, collaborative take in real-time. and updated anywhere from accessible in the cloud so it’s lives data The can also embed You space. private $2 for public use and charges for Hackpad is free website. pads on your Designed for taking notes, organizing, and archiving, Evernote is a cross-platform is a cross-platform Evernote and archiving, organizing, notes, taking for Designed webpage a full text, can include which “notes,” create to enables users app that annotated, can be tagged, notes these Then memos. voice photos, or excerpt, can even Notes is shareable. that a “notebook” into on, and compiled commented on clear use of tags, so it relies heavily Optimizing organization attachments. have Basic Evernote first. use to group your a set of tags for determine be helpful to may The devices. across syncing and supports user, the occasional for suitable is free, students that sharing capabilities and the fact and collaboration its big perks are with them. their portfolios and take can own An incredibly simple cloud-based online tool for tracking thoughts and ideas, tracking for simple cloud-based online tool An incredibly Tackk users can make quick, customizable, multimedia webpages (called Tackks Tackks (called multimedia webpages quick, customizable, users can make Tackk and kept private can be made public or Pages with minimal effort. on the site) videos, and embedded Google maps, audio, graphics, photos, can include text, you as content saves automatically The site reflection. enabling multifaceted apps. 300 different and it supports embedding roughly use, to free it, it’s create can “follow” and you on their user page, aggregated are Each user’s Tackks transfer can even You social network. on a traditional would them as you is the Stream Tackk As well, collaboration. a nod to of a Tackk, ownership also act as a solid could that of each Tackk the bottom at thread comment with others collaborate can even Students tool. and feedback collaboration who live across the globe. across who live Classroom Classroom Collaboration Tools FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE 45 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

a computer. but more difficult if uploading assets from difficult if uploading assets from more but is really easy for mobile upload of content, easy for mobile upload of content, is really understanding of how to navigate the backend the backend to navigate understanding of how However, system. of a content management facing and outward are is that pages one perk can be shared. [wordpress.com] [weebly.com] [tumblr.com] Tumblr follows a pretty strict blogging a pretty follows Tumblr to drastically so the look is hard layout, Tumblr noted that Some folks have change. Akin to software like Photoshop, WordPress WordPress Photoshop, like Akin to software be may but and strong is super robust so at first it’s because overwhelming really a basic have that youth dense and requires The most popular content management and blogging system on the internet, on blogging system and management content popular most The and free and is websites 10 million of the top about a quarter powers WordPress and offerings, template of use, ease interface, intuitive its to testament open source, server, on a web installed be to needs WordPress customization. opportunities for running the on a computer or WordPress.com like service a hosting either as part of is free, WordPress.com Going through on WordPress.org. found package software if the protected can be password Sites do. can they what to as limited but users are is limited. audience desired for educators designed specifically was Edublogs.org WordPress, by Powered Edublogs is free, Using websites. and for blogs, e-portfolios, templates and offers WordPress fully customizable (which offers CampusPress through but hosting a fee. requires institution) educational school or other entire your for platforms roughly to host are They and additional tools. training, support, comes it With education. for sites million WordPress four WEEBLY TUMBLR WORDPRESS Featuring a super simple drag-and-drop tool, Weebly is a web hosting and hosting is a web Weebly tool, a super simple drag-and-drop Featuring no HTML skills necessary, are kids of all ages. There suitable for building service by pages just into videos, and maps can be dropped pictures, like and assets audio and unbranded own has it’s site The the interface. to them over dragging YouTube (like on another site be hosted doesn’t need to so content video players can is included, you hosting is free, service be embedded. The or SoundCloud) to their money make no ads (they are and there templates, 70 over choose from to install. no software web-based so there’s Weebly is also accounts). off of pro their peers and the feedback from and comments students can get And finally, for Weebly Check out their special if necessary. protected can be password sites offerings. education-specific page for Education Owned by Yahoo, Tumblr is a free microblogging and social networking platform platform and social networking microblogging is a free Tumblr Yahoo, Owned by which can include text, posts blog multimedia short-form celebrates that blogs and million 277 over to is host Tumblr videos, MP3s, and more. photos, of is built on the philosophy Because Tumblr has 555 million monthly visitors. deal of a great it also contains take, may that form whatever expression, free depending on the sites, 5% and 22% of Tumblr between (anywhere adult content users can opt that ensure can be enabled to mode” that is a “safe There source). from shied away have educators but many this content, to out of being exposed because of this reason. the site Many students enjoy using Weebly because the interface is intuitive and easy to use. and easy to use. interface because the is intuitive Weebly using students enjoy Many Website Website Creation FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE 46 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

Use state that users need to be at least Use state that users old. 18 years situations, fit for a good our people, always and context.” [instructables.com] [blogger.com] Launched 1999 and acquired by Google in 2003, Blogger is one of the oldest Blogger is one of the oldest Google in 2003, by Launched 1999 and acquired blogspot. Google at by hosted often most with sites blog-publishing services a bit are and templates the customizations use, it is simple to While com. can link and you free for space 1 GB of hosting is allotted Each account limited. allows interface The storage. more for G+ account your to account Blogger your tools. drag-and-drop multi-user blogs and offers for INSTRUCTABLES DIY.ORG is a DIY.org skills,” new discover kids to for online community as a “safe Situated builders and skill available of readily hundreds features that site youth-centered presented projects the sea of kid-created in addition to challenges, interactive all where has a portfolio, member Every and words. videos, pictures, through and can comment Peers aggregated. about are posted they’ve the projects DIY.org’s and encouragement. feedback valuable providing posts, favorite skills by and help members learn new policy “be nice” their enforce moderators tips and tricks. offering BLOGGER WIX [wix.com] platform web development cloud-based drag-and-drop the only Offering service a free is Wix can get fancy), (meaning you capabilities with HTML5 start to want who to those beneficial (mostly packages premium offers that is free, Hosting 77 million users in 190 countries. have They sites). e-commerce design. Of the website school for online a free launched WixEd, Wix and in 2015 ones of array a healthy there’s offer, they templates of designer-made hundreds use. educational for intended Launched in 2005 by MIT graduates and later acquired by Autodesk, Autodesk, by acquired and later MIT graduates Launched in 2005 by how-tos. of user-contributed collection largest is the world’s Instructables range on wide tutorials project offer 30 million users each month, they With and food, furniture, to robots to costumes from of subjects and complexities, spark their that projects for Kids can either browse in between. everything their contributing by level the next skills to their documentation or take interest, and Instructables free, memberships are Regular tutorials. step-by-step own downloads, PDF perks like memberships (which offer pro teachers free offer viewing). and all steps projects, private One educator shared, “A customizable “A customizable One educator shared, DIY be excellent. would of DIY.org version not are the projects but platform, is a great Even though a number of educators use of educators a number though Even of Terms their Wix for portfolios, student Portfolio- Specific Sites FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE 47 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

Stay tuned for its next iteration, and read more more and read tuned for iteration, its next Stay “Build in Progress: at about its history and future [https:// and Opening Up” Closing Down medium.com/mit-media-lab/build-in-progress- bids-adieu-2ae0e6cfd82c#.mkihgr26y] [buildinprogress.media.mit.edu] [freshgrade.com] [pathbrite.com] As of September 19, 2016, Build In Progress Build In Progress 2016, As of September 19, as described “indefinite hiatus,” an entered its Though the site still exists, its creator. by version, be an open-source step may next platform. own their to all to build available Created to be simple to use across mobile devices, this digital portfolio portfolio this digital mobile devices, use across be simple to to Created and as their students well as teachers, for is free tool assessment and creation add all their set up their classes, to can use FreshGrade Teachers the parents. and videos, audio, pictures, through learning evidence then capture students, aloud at reading might shoot video of a student a teacher example, For notes. portfolio, the student add them to the school year, throughout intervals various development. reading assess and then use those videos to parents to a child’s can also send email notification teacher the time, any At on assets. can comment and parents uploaded, are assets when new notifications, and class send assignments can also be used to FreshGrade kids can view app, book. Using the student and it includes a built-in grade and also self-document and reflections, add comments their learning evidence, from students suitable for it’s use that to app is so easy their learning. The and students, teachers, for is free the service While on up. kindergarten a big picture providing to districts, model offered is a premium there parents, progress. collective of the district’s PATHBRITE FRESHGRADE BUILD IN PROGRESS IN PROGRESS BUILD Each member has a unique username but multiple people can collaborate on people can collaborate a unique username but multiple Each member has page on the aggregate can then live project That documentation. the project A project from the Lifelong Kindergarten Group of the MIT Media Lab, Build in Build Lab, of the MIT Media Group Kindergarten the Lifelong from A project building them. and developing as you’re sharing projects for is a platform Progress a on making as emphasis This error. trial, and of process, celebration is a site The focused on the which Instructables, Unlike in the layout. reflected is even pathway of the making process. the story on focused Build in Progress step-by-step, for the user or, say, the class or makerspace. Modifications, remixes, and sharing remixes, Modifications, or makerspace. the class say, or, the user for also encouraged. are of projects A free online portfolio creation tool with a drag-and-drop interface, Pathbrite allows allows Pathbrite interface, with a drag-and-drop tool creation online portfolio A free and projects. their processes showcase to multiple portfolios easily make to students into directly Images, videos, documents, and other digital media can be dropped Google Vimeo, such as YouTube, online, other locations from or imported Pathbrite a number of are and captioned. There rearranged, can be resized, they Then Drive. device. on any can be shared and the end result from, work to available templates Fun Digital Tools FIELD NOTE FIELD NOTE 48 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING because it’s app-based, youth need access to need youth app-based, because it’s has. not everyone which smartphones or tablets, few years ago, but the uptake and uptick the uptake but ago, few years seems to be slow. [behance.net] [behance.net] [web.seesaw.me] Because Seesaw is easy to use and only is easy to use and only Because Seesaw but an entry, to create a few minutes take We’re not sure why it hasn’t been used as it hasn’t why not sure We’re a all the rage It was as expected. widely BEHANCE SEESAW Portfolios can either be kept private, made public, or there’s an option to share share to an option or there’s made public, private, either be kept can Portfolios users can analytics so also provides URL. Pathbrite using email or the directly and facilitators and traffic, getting the most are of their portfolio pieces see what environment a classroom for The implications well. feedback as offer peers can of is used in hundreds Pathbrite that the fact by evidenced as obvious, are K-12. about 20% of those are schools, albeit only Offering a host of creative tools, online portfolio creation tool Seesaw enablestool Seesaw creation online portfolio tools, of creative a host Offering add to pages project can create document their learning. Kids all ages to of students PDFs, text, videos, drawings, use photos, to free are journals, and Seesaw their to and YouTube other apps like many from directly as import assets and links, as well and and caption tools, drawing, also has built-in audio recording, Seesaw Instagram. combine to students allows that whiteboard” it has a “recordable devices, on iOS of their work. a video explanation create to audio and drawings portions of share blogs to set up class can Blogs, teachers Using Seesaw can connect Blogs, teachers Connected and with Seesaw portfolios, student helping students the world, around with other classrooms collaborate and to the for code sign-in QR offers even Seesaw skills.” citizenship “digital develop A free older students. sign-in for account and email/Google students youngest unified space, storage of journals, unlimited teachers 10 classes affords account school, that attend as long as they for in the class each student for portfolios a bulk is even 12 months. There the past for portfolios to access and parent with them take to their journals export to students allows that tool download school. that no longer attend when they also Seesaw and there’s more, those who want for options as well pay are There includes 100 that system digital portfolio Schools, which is school-wide for portfolios. to access parent and unlimited per teacher classes A portfolio-creation tool and showcase owned by Adobe, the Behance network network the Behance Adobe, by owned and showcase tool A portfolio-creation their promote and host, create, to professionals creative used by is largely the Rhode Island schools (like and secondary businesses Many portfolios. talent will often and clients looking for School of Design) use their services, use and there to is free site The of skill and style. in search portfolios browse or the amount of a member can create no limits on the number of projects are media users can upload. FIELD NOTE FIELD NOTE FIELD NOTE FIELD NOTE 49 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING delete stuff in your Jing library or buy Pro. or buy Jing library delete stuff in your [standout.adobe.com/voice] [ubersnap.com] [ticklypictures.com/projects/jellycam] [techsmith.com/jing.html] Fun for kids and simple to use. Eventually Eventually Fun for kids and simple to use. either you Then, space will fill-up. free your It doesn’t get much simpler than this animated-GIF-making app for iOS devices. devices. iOS app for this animated-GIF-making It doesn’t get much simpler than no audio included. but there’s or stills, video from GIFs can easily make You on their efforts complicated more their focuses team Singapore-based The slicing up frames your GIF—made from a print of You can order print offering. the and overlaying an image, them back into digitally interlacing of the GIF, image with a lenticular sheet, giving it the illusion of moving. can , you On GifPrint.com prints? fancy Ubersnap’s to analog counterpart The which can printable sheets of frames, it into will slice upload a GIF and the site a flipbook! make to then be put together At the core, this free offering from Adobe is a voice-over-video app for iOS for iOS app voice-over-video Adobe is a from offering this free the core, At to you the app allows straightforward, be incredibly to Intended devices. the and then arrange own use your of images or a huge collection choose from can also add You a video. creates them as Voice images and simply speak over opportunities seem and portfolio classroom The voice. your music in addition to and endless. obvious and Slate making social graphics) (for Post along with Voice offers Adobe in classroom their potential acknowledging free, for making webpages) (for . Schools and Educators settings with their Guide for Created by software company TechSmith, this simple screencasting tool tool simple screencasting this TechSmith, company software by Created and share capture to it easy and makes desktop computer on your lives narrate even You can long. minutes five up to as videos as well screenshots mic. built-in device’s using your screen on your happening what’s over a number of options, including are there is complete, the capture Once Screencast. your private to or uploading it computer your to the file saving instant via email, Twitter, can share a link you which produces account, com etc. messenger, applications educational not made with kids in mind, the was tool this Though or image your to and arrows add text to also enables you Jing obvious. are blurring borders, including fancy editing options, complex more For video. offers TechSmith format, file in a different or saving information, out sensitive trial period only. a 30-day for Snagit, which is free ADOBE VOICE UBERSNAP JELLYCAM JING UK-based maker Chris Dennett created and freely offers this super simple this super offers and freely Chris Dennett created maker UK-based using short animations make to enables you app that animation stop-motion can be in MP3 format audio snapshots or uploaded images. Any webcam is intuitive The layout format. in .flv app saves which the the video, added to magic of creating the experience to novices absolute even enough for both Mac and Windows for app is available The animations. stop-motion first. installed Air package Adobe the free requires and just Project-Based Project-Based Sites FIELD NOTE FIELD NOTE 50 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING [google.com/edu] [get-puppet.co] [screencast-o-matic.com] [google.com/drive] [dropbox.com] One of the most popular file-hosting services, Google Drive is offered as part of is offered Google Drive services, popular file-hosting One of the most below. of apps, discussed full suite Google’s A fun tool by the makers of the SeeSaw portfolio site, this free multimedia multimedia this free site, portfolio the SeeSaw of the makers by A fun tool on text and voice, graphics, overlay easily enables kids to app storytelling or presentations, slideshows, narrated sharable videos, creating images and photos images, and and include maps, satellite for search even can videos. They There’s and NASA. of Congress the Library like image sources educational from with complete comes app that version of the a specific education-focused activity suggestions. Core-aligned Common GOOGLE FOR EDUCATION GOOGLE DRIVE DROPBOX SCREENCAST-O-MATIC SHADOW PUPPET EDU PUPPET EDU SHADOW Strictly a file-hosting service, Dropbox offers users 2 GB of space in the cloud for in the cloud users 2 GB of space offers Dropbox service, a file-hosting Strictly a special Dropbox Users create devices. across synchronization along with file free, on any anywhere the files from can access and then on their computers folder with a a file is shared When site. as via the Dropbox as well via the app, device for file is updated edits or additions, the makes anyone number of users, anytime GB). 1 TB (1,000 for $10/month charges Dropbox space, more For everyone. This super simple screencast recorder allows users to create screencast videos screencast create users to allows recorder screencast super simple This is a which account, a pro videos require Longer free. for 15 minutes up to from recording choose between to you allows recorder The a year. $15 modest the over audio is recorded of both. The screen or a split webcam, screen, your the save the option to there’s the video is done, When computer. mic on your YouTube. to on or directly site, to the Screencast-O-Matic upload it file, Google for Education offers a full suite of cloud-based apps only available for available of cloud-based apps only a full suite offers Education Google for includes: The suite States. the United in institutions educational not-for-profit Gmail, and Calendar, Docs, Slides, Sheets, Sites, Classroom, Google Drive, domain and user-management features. has that along with an admin console which users through service synchronization and storage file is a Google Drive and edit documents, spreadsheets, well as share files in the cloud, as can store and assignments create helps teachers Google Classroom and presentations. enabling collaboration All three information. and valuable feedback provide Google Sheets is a spreadsheet processor, Google Docs is a word in real-time, is the Google Sites app. and Google Slides is a visual presentations app, self- Gmail and Calendar are and naturally tool, creation website easy-to-use Gmail, Drive, across shared 15 GB of storage, Each user is given explanatory. to intended which is app (also free), storage their photo and Google Photo, of their Picasa service. the place take Storage Storage Google’s Google’s Full Suite 51 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

allowing variation, it’s a bit challenging it’s variation, allowing UI/UX is particularly because none of the commented that One educator even smooth. “causes heartburn for most kids (and the it appealing).” very templates aren’t Google Sites is actually not super user- Google Sites is actually because users need especially intuitive, back-end some of the to comprehend to easily to be able in order infrastructure for good it’s So while access/edit it. On the flipside, one of the biggest pluses is content mobility beyond the mobility beyond content pluses is one of the biggest On the flipside, out their can easily transfer youth meaning that or programming, institution Drive, with Google build on them. As well, to and continue portfolios folders, private their own to personal logins and access can have students files. large for but the upload speed is slow only the tools are there the board; across and platform tool is no best There and youth. space the needs of your to suited best are that and platforms all of the for learned that we’ve as part of the project, surveys our site Through work portfolio and in documentation engaging actively been have who sites and has been one of exploration the process a number of years, for with youth find the ones that to solutions in a quest tried various have Educators discovery. in their integration seamless to engaging, and conducive accessible, most are and and highlight their journeys sites two a closer look at take we Here space. in their space, of documentation purpose to methods, with special attention method. and integration tools, platforms, and past current the popular and inexpensive Chromebook laptops that many institutions employ. employ. institutions many that laptops Chromebook inexpensive the popular and (DHF) FOUNDATION HARBOR DIGITAL an abandoned parks and recreation of DHF transformed the founders In 2013, been They’ve youth. for center a tech into Baltimore in downtown center some time now. for work with portfolio thinking about and experimenting DHF shared. at and administrators educators what Here’s Purpose of Documentation: an to encourage work in order of their a reflection have purpose is to “The their and share feedback, give receive, they where design process iterative of an actual representation have with peers. Another purpose is to projects be used for it could so that while in our programs complete they that the work or job resumes.” school applications to how to mix and match the mix and match to how a guide to offers Google or showcase, workspace, are and YouTube communities because the G+ Additionally, suite. apps in their as with as well all, across seamlessly these apps work properties, also Google Depending on whether you’re looking to use e-portfolios for storage, storage, for use e-portfolios to looking on whether you’re Depending

FIELD NOTE FIELD NOTE Case Studies: Case Studies: Choosing and Customizing Tools and Platforms 52 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING Current Platform: WordPress Platform: Current us an authentic gives because it solution WordPress simplified with a went “We the over and control our youth for experience blogging/documentation so we the web to publish directly us to WP allows that love We environment. can the youth and that stakeholders with various to like/need as we can share of their use more for allows This choose. they with anyone easily really share teachers, with can share and programs—they our space just beyond portfolio One of the high school or college. for on applications and include parents, a basic understanding have need to youth is that of this platform drawbacks find we but management system, of a content the backend navigate to of how plenty them give and we quickly pick it up pretty able to are most that of practice.” and Evernote Tackk Platforms: Tried Previously simple and for platform that loved really and we Tackk, used we year, “Last allowed that interface using a drag-and-drop creation content straightforward of added in a bunch Tackk Eventually, posts/pages. polished and creative for we that a feature and made open commenting features social network-type disable.” able to weren’t we this solution because We liked solution. portfolio our first was “Evernote their format to use/copy could the youth that templates create able to were and we this platform didn’t like youth The each time. in a similar way artifacts maintain as to costly also It was online. shareable really it wasn’t that didn’t like grew.” our number of youth Capturing and Storage: for Tools one to has access and each youth in our space, use MacBook Air laptops “We for iPads to access also have youth The use during our programs. for day every using their just are they often, Most use sometimes. documenting, which they with capture or videos they photos personal phones and emailing themselves it it and save can download it in their email, they have they Once their device. then pull it from and Google Drive or on the computer local account their to right storage data isn’t central really There their webpage. upload to to there It’s this time. at all of their data for or server drive don’t use a resource We now. WordPress.” uploaded to all directly Integration: In Maker in all Middle-High programs. procedure a standardized have “We reflection’ a ‘portfolio have the youth course, our entry-level Foundations, skill module. of each two-week the end at complete must they section that the projects. built into are reflections the portfolio our Member courses, For entry for the portfolio and then also complete the project complete They whether it be the module/lesson, in to time is then built The the project. didn’t time if they or on their own or end of a session the start at 30 minutes it.” complete 53 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

ALBEMARLE COUNTY PUBLIC SCHOOLS ALBEMARLE COUNTY MONTICELLO HIGH SCHOOL: HIGH SCHOOL: MONTICELLO school- School instituted High Monticello Virginia, in Charlottesville, Located academic year, in the 2013–2014 10th graders its 9th and for wide portfolios grade with all four Now, joining the program. class new subsequent with every along lessons learned some valuable they’ve work, engaged in portfolio levels ongoing challenges and will also openly admit to DHF, like They, the way. shared. Monticello at and administrators educators what Here’s struggles. Purpose of Documentation: generation getting ahead on the next start things: one to couple “A from away move to in Virginia seeing a trend We’re of accountability. see We assessments. alternative more and toward testing standardized learned. they’ve what share to students for as another way portfolios their will be helpful in things that create that children have we Second, a loss, for was going work a lot of this felt like We efforts. post-secondary product with creating will help them their work archive and helping students need.” purpose they whatever for the road down later portfolios or lost and it is often of, proud are they that phenomenal work do “Students but younger, are particularly when students work, keep may Parents discarded. as on their growth a period of time and reflect look back over do students how it? and refine on previously worked they something that a learner or go back to it helps too, go back. Then, would students authentic experiences, create If we not for growth, This is a huge area skills. reflective stronger develop students the board.” but across in Monticello, just Words of Wisdom: Words you use what are, you where start do this—just to no right way “There’s adjustments can make out, you it doesn’t work something! If and try have, begin just is to important thing but the completely, directions or change turns and tried things that of ‘wrong’ a lot taken have documenting. We has ultimately but that would, they thought we like out anything didn’t work we and approaches, with new experimenting learning a lot and led us to anyway!” now with—for happy fairly are a solution we landed at have With our first out ahead of time. it all figured have to also don’t have “You elaborate up with this fairly came we using Evernote, portfolios into foray number and posting guidelines for strict managing and more for system used the never it and hated our youth Ultimately, etc. artifacts, of required each youth for site up a WordPress stood we time around, This portfolios. some goals we are said, here and just started programs before days two just to forward moved We etc. types of posts, frequency, posting for have is still There attempts. successful our more try it out, and it has been one of now, for works something that have but we improvement, for plenty of room important thing.” is the most and that 54 CHAPTER 6 PLATFORMS FOR RECORDING, STORING, AND SHARING

Current Platform: Google Sites Google Platform: Current and a cost from choice an easy so it was Education, for use Google Apps “We to how level the school at deciding were we Ultimately standpoint. integration services. or existing free in to boxed much pretty were so we forward, move The learning curve for posting content in Google Sites isn’t ideal. We ultimately set ultimately We isn’t ideal. in Google Sites content posting for curve learning The inhibits a It probably not perfect. but it’s some of this, mitigated that up templates One of the key their portfolio. otherwise curate would that of students percentage post- of content is the mobility Education Apps for with Google deciding factors provide to courses some time in senior-level build in is to intention The graduation. be the first rising seniors will year’s Next out. transfer to on how instruction direct years.” four all effort portfolio with a concerted been involved have that Capturing and Storage: for Tools devices. their own also have students and has a laptop student “Every is and there of creativity, of tools a variety to access also has free library The in the school.” studio a TV production in Google Drive.” content store to students direct “We Integration: basic, providing on a public website, instructions our curating keep “We innovation that believe We little is mandated. but very guidance, standard we do how asked, We cultural. and the change becomes happens organically rather would We portfolios? value the capacity of people to build and develop is superficial.” that a mandate shift than have a cultural and have wait a cross-curricular initiated did when we we thing that important most “The had team The committee. both a support and an oversight as teachers of team a saw … Teachers in multiple areas. with strengths of teachers group a diverse could one that and questions, concerns to their responded team who unified and the smaller details.” help manage the ‘big picture’ of Wisdom: Words the nuts and got into even we Before a lot of TLC. takes effort school-wide “A good, then felt that Once ‘why’. spent on exploring bolts, a lot of time was purposeful.” and more compliance like a lot less felt forward moving have time to purposefully carved successful the most who were teachers “The they teachers that for requirement We had a and archive. reflect students and capture to students for opportunities per semester two provide needed to part of what it a natural to make weekly did this work. Many on their reflect their portfolios.” of the kids toward in the attitudes did, and it showed students is an act of making.” act of making a portfolio “The

56 CHAPTER 7 DESIGN WORKSHOPS

We elaborate upon one specific workshop that we’ve tested 30+ times. This experience This 30+ times. tested we’ve workshop that upon one specific elaborate We whether as a fun activity of educators, team use with your to as a useful tool serve may insights, questions, it sparks new hope that We exercise. development or a professional and understandings. one particular goal to is there nor this workshop, facilitate to is no one way There learn to and participants both facilitators for allows the workshop Rather, achieve. on design and portfolio and reflect explore, as uncover, as well one another, from and the integration the process, capturing for and materials use of tools practices, ways The environments. all educational across of practices and interpretation multiple undergone have in the past has been facilitated in which the workshop do so)! to continue (and will likely iterations workshop can the that or directions extensions a number of different are There description focuses the below workshop, as a two-part Initially framed as well. take the second Originally, process. part: making and capturing that in on the first deeper develop to stations of using documentation part built on the experience as below listed are possibilities different plans. Many and portfolio practices further. explore options to DESIGN WORKSHOPS DESIGN

7 CHAPTER practice – moves forward. moves – practice of the project and informs how this work – both in research and – both in research this work and informs how of the project The act of making and documenting is integral to the findings to the The is integral act of making and documenting and provide room for participants to give voice to the process. to the process. voice for participants to give room and provide sites in documentation, portfolio, and facilitation practices. and facilitation practices. portfolio, sites in documentation, to be open-ended It is critical for workshop the and principles. workshops as ways to engage both youth and educators at field and both youth to engage as ways workshops of portfolio practices is to informconducted the development In our research throughout the project, we’ve utilized design utilized we’ve project, the throughout In our research we’ve Workshops Design The different purpose of the many 57 CHAPTER 7 DESIGN WORKSHOPS This workshop has been designed and facilitated as part of our field site visits site as part of our field and facilitated been designed has workshop This of national as part makerspaces, youth-serving with diverse and research engagements. development professional and as part of small conferences, (typically youth and administrators, can be educators participants Workshop both. or a mix of age), middle- or high-school experience previous – and with and without adults or youth Individuals, whether perspectives differing participants and will have all valuable are with portfolios, can be in which documentation ways and process, work capture to on how and distinct environment, or educational space a physical across streamlined usage. and tool integration, assessment, insights into participants to and supplies for simple materials of a variety Provide Materials: paper, construction include basic paper, may with. These use and experiment unique more include to free Feel paper clips, and glue. tape, scissors, markers, hot glue guns, LEDs, felt, foam, of cardboard, pieces including large things too, etc. yarn, batteries, all participants. by is easily accessible that these out on a table or space Lay is One of the purposes of the workshop stations: and DIY documentation Tools capturing for Tools ways. in new or old tools tools new and explore uncover to approaches or no-tech Low-tech and fancy. be expensive do not need to work materials. as high-tech as effective can be just DIY documentation easily-made across also come have we In our work, may that or stands contraptions and large small essentially which are stations, be may They use. and hands-free consistent, easier, for and allow hold devices stations (but mobile) as dedicated an activity or to record passively used to stands, include egg carton stations Such DIY documentation photography. for can lenses that as camera as well stands, binder clip holders, and posterboard angles (for camera increase to smartphone and tablet devices to be attached all in on particular aspects. They’re or zooming of a scene) capturing more in any and can be redesigned and made, can be easily acquired inexpensive, in our Open Portfolio is available on these DIY tools information More way! & or in the Tools Makers for Tools Brief 3: DIY Documentation Research Project Guide. in this Practical chapter Platforms participants see how to facilitators workshop for also useful and interesting It’s devices, their own than others, utilize setups more certain towards tend use tools, or a mix of both. digital, tangible, and prefer devices, on shared collaborate the room. around scattered strategically stations DIY documentation Place one might use them. how and if needed, demonstrate their use, Encourage of them too. redesign Encourage as well. the room around or other digital devices tablets, phone, laptops, Place preferred, used, which apps are they’re how and observe their use, Encourage actually used. and when they’re

and setup Preparation Preparation Intended Intended audience 58 CHAPTER 7 DESIGN WORKSHOPS Make a paper airplane. Make problems. travel your to Design a solution powers. superhero your accompanies a gadget that Create lights up. that card a paper greeting Make process. your and capture airplane, a paper Make and and document what problems, travel your Design a solution to do it. you how and powers, superhero your accompanies a gadget that Create there. get to take you the process capture Depending on your audience, choose a prompt or choose a prompt audience, on your Depending and challenge: Prompt personally whether their interests, to relevant will be most that challenge simply the challenge issue should you facilitator, As the or professionally. on details. elaborate to – no need been: and challenges have prompts Past • • • • reality which is in with a twist, the challenge comes participants that Tell is important! This twist workshop. the purpose of the actually: and challenges are As such, prompts • • • guidance: Additional utilizing the materials something physical, make participants to Encourage available. stations. try out the DIY documentation participants to Encourage in! the participants dive before them off quickly, Show document or to participants, again and again, as appropriate, Remind their process. capture work to want Some will in groups. work participants to Encourage one partner. least at engage with they that but request on their own, and can bring about interesting can help with the documentation This worked not arise if everyone would aspects of capturing making that on individual projects. or as long as 2 can be as short as 30 minutes workshop This Timing: the actual after include time, to be sure the duration, hours. Whatever Some of the richest debrief and discussion. making+capturing, for part. this latter from come findings Workshop Workshop facilitation 59 CHAPTER 7 DESIGN WORKSHOPS Is one person doing all the documenting? doing all the Is one person when? documents Who immersed or focused Too their work? capture to forget Do participants process? on the creation to and how what for the beginning set up at expectations there Are document? draw type up thoughts, jot notes, videos or photos, take Do participants and sketch? or mistakes? of prototypes photos take Do they of each other? photos take Do they individual voice? capture Do they and “after” shots? “before” there Are often? used, and how are stations and DIY documentation tools Which handling or management? require tools Which at all? or modified redesigned tools Are Group dynamics: Group - - of documenting: Consistency - - of documentation: Type - - - - - and materials: Tools - - - Facilitators should take note of, in no particular order: in no particular of, note take should Facilitators Observations: • • • • 60 CHAPTER 7 DESIGN WORKSHOPS What did you make? you did What it? was How documenting? one person doing all the Was when? documented Who each other? remind Did they immersed or focused Too their work? capture to Did participants forget process? on the creation and how what the beginning for at set up expectations there Were document? to their work? capture participants to remind need to Did the facilitator not? or why Why it received? was used? How was language What type up thoughts, jot notes, videos or photos, Did participants take and sketch? draw or mistakes? of prototypes photos take Did they of each other? photos take Did they individual voice? capture Did they and “after” shots? “before” there Were the activity concludes? after might participants use these artifacts How often? used, and how were stations and DIY documentation tools Which handling or management? required tools Which at all? or modified redesigned or tools stations DIY documentation Were non-digital tools? used? Which were digital devices Which Process and product: Process - - dynamics: Group - - - of documenting: Consistency - - - - of documentation: Type ------and materials: Tools - - - - At the conclusion of the making+capturing portion, workshop facilitators facilitators portion, workshop of the making+capturing conclusion the At for time to allow Be sure directions. different in a few the session can take and feelings their discuss as as well their creations, share participants to for reactions. as their as well creations, their share each individual group Have Share: of making+capturing. the process on feelings include some of which are Some guiding questions, discuss: and Reflect As a facilitator, included below. are prompts, observation the same above during the noted you on some of the observations build to want may you Especially if of discussion. bring them up as further points and workshop this is arose, that or issues challenges commonly-encountered were there them. address time to a great • • • • • Debrief and discussion 61 CHAPTER 7 DESIGN WORKSHOPS

Work with your group to design to group with your Work captured. artifacts with the Do something it include? would What like? it look would – what a portfolio What use? might you platform What actual portfolio. the Create individual creating groups Are there? are or limitations affordances portfolio group one Or is there project? all with the same/similar portfolios, want do you learning outcomes and/or skills, assets, What being created? How? in the portfolio? show to and prompt, different a utilize time, again! This Do the workshop on the goals of the Agree use. to tools 1-3 Choose a documenter. designate and the process. both the artifacts documentation, useful? Can they or least useful most were tools What the tools. Redesign In an useful or effective? to be more combined modified, or be redesigned, In the classroom? out-of-school-time environment? reminding for useful most were prompts What language. Rethink often? be used? How should they When their work? capture participants to effectively? most and prompt scaffold could questions guiding What of youth practices documentation the native What motivate? do you How build on them? might you and how can be elements of the workshop Which the classroom. to Translate which subjects, lessons, For the classroom? into applied or translate directly activities? and/or set might you How of documentation. conducive be to space Design your A dedicated capturing work? to conducive be most to classroom up your confessional A camera? or mounted A rotating taking photos? for place sketches paper for white Large interviews? and voices recording booth for reflections? written for Laptops drawing? or tablets for they Are use? to available readily have you do What tools. Design your for or just collaboration for allow Do they mobile? automated, adaptable, individual use? within the portfolio? stored is What and inclusion. open-ness Consider be easily can they How projects? extracurricular assignments, Classroom one from the next, one school to from the next, to one year from accessed tools) to (in relation of open-ness characteristics What the next? to space about? care do you skills or learning what a portfolio, In reviewing assessment. Consider that show might you How see in a portfolio? to want you do outcomes about the portfolio’s think carefully Here, a portfolio? when creating And what to? their portfolios show to want might makers Who audience. value? would audience particular that would of the portfolio the identity reveal helps to What identity. Consider see about the to want might you what portfolios, In reviewing creator? personality? person’s look of work the portfolio Would of the portfolio. the audience Consider you might how why not, and Why or audiences? for different different that? facilitate There are number of ways to extend the learning and insights uncovered in the uncovered and insights the learning extend to of ways number are There different a at conducted be to options, are following The and debrief. workshop initial workshop. the after or immediately time altogether • • • • • • • • • • • • Extension