CSCL 

(2) CSCL Activity -  History of Computer Technology

• History of the development of Computer Technology - Understanding the history of computer technology is important for users because it traces the progression of innovations driven by problem-solving, shows how each stage addressed specific limitations, and strengthens reasoning skills by modeling how complex challenges can be analyzed, broken down, and solved—preparing users to approach both technological tools and real-world problems with greater insight and adaptability.

(3) Duplicate a CSCL Activity - History of Computer Technology

• Duplicate the CSLC Activity

• Index it and all subsequent CSLC Activities in a separate directory

(4) CSCL Activity - Cognates

• Cognates—words in different languages that share similar forms and meanings—are important in teaching and learning science because they help students recognize and connect scientific vocabulary across languages, making complex concepts more accessible and easier to understand.

(5) Modify  CSCL Activity - Cognates

• Duplicate the Cognates CSLC Activity .

• Modify it to fit the needs of your instruction

(6) Implementation of a CSLC Activity 

• • Employ one of the preceding CSCL activities in class

  • Summarize how the activity supports learning goals, engages students, is accessible and easy to use, and provides meaningful opportunities for assessment and interaction.

(7) Develop a CSCS Lesson

Develop a multi-day CSCL learning segment in which meets the following criteria:

• CSCL Lesson - The lesson should be posted on Google Sites with links to all supporting files and resources.  Incorporate all 5 aspects of a CSCS Lesson using a variety of interactive online resources.

  1. • 1. Investigating phenomena

       2. Pooled data analysis

       3. Continuous formative assessment

       4. Collaborative resource development

       5. Development of an explanatory & predictive model

• 5-E format - Lesson based on 5-E model.

• Explanatory text - Provide sufficient explanatory text for the instructor and for students so that  other educators can use this with their students.  Show how the lesson employs and develops science and engineering practices (SEP) and  applies cross-cutting concepts (CCC) to help develop an understanding of disciplinary core ideas (DCI).  

• ETS -  If possible, also address the Engineering, Technology and Applications of Science standards (ETS - MS, HS). 

• Employ & Assess - Employ the lesson in your teaching.  Write a reflection on the learning segment and explain how it can be improved

(2) Bibliography on CSCL

• • • Vandergon, V., Herr, N.; Tippens, M.; Rivas, M.; d'Alessio, M., & Reveles, J. (2015). Collaborative data analysis. In Chao, L., Cloud-Based STEM Education for Improved Learning Outcomes to be published by IGI Global, Hershey, PA: IGI-Global Publishing.

    • Herr, N., Rivas, M., Chang, T., Tippens, M., Vandergon, V., d'Alessio, M., & Nguyen-Graff, D. (2015) .Continuous formative assessment (CFA) during blended and online instruction using cloud-based collaborative documents. In Koç, S., Wachira, P., & Liu, X. (Eds.), Assessment in Online and Blended Learning Environments. Charlotte, NC: Information Age Publishing

    • CSCS Readings

    • TPCK 

    • SAMR model

    • ISTE Technology standards for Educators

    • Curricular Shifts

      • Shifts in CCCS-Math

      • CCCS-English

      • Shifts in Science (NGSS)

      • Shifts in Social Sciences

    • Standards

      • Common Core - Standards for Mathematical Practice

      • NGSS - Science and Engineering Practices and Cross Cutting Concepts

      • Common Core - Habits of Mind - For English, Social Studies, etc.