CLCS Lesson Units

From KNILT

Lesson Units for Collaborative Learning with Computer Support

CLCS Lesson Units


Collab1.jpg *


Lesson Sequence

Prelesson-0- A survey will be used to assess students' already existing knowledge about collaboration, their communication modes & frequencies, and any specifics related to the example of nutritional hazards as food allergies.

Please click on the link below, and complete the survey.

Survey Monkey

Introduction

An instructional case study for Collaborative Learning with Computer Support as the design project, will be supported using examples of nutritional hazards. Interactive self assessment items such as Survey Monkey & Hot Potatoes will be included.

Problem statement: Collaboration is limited within the face to face (F2F) classroom; it is anticipated that computerized instruction complementing the F2F interaction will allow & facilitate learner construction mechanisms that have been unavailable in traditional classrooms. As we enter the 21st century, collaboration rather than competition is becoming the new way. Advances in communication technology such as cell phones, text messaging, Twitter, and social networking through virtual sites have generated new ways of thinking about learning and information transfer. Facilitated collaboration, using computer communications, is one way to harness the new technologies, and solve some real world problems at the same time. Western society's primary health problem now is "too much of a good thing," so the examples provided will focus upon nutritional hazards.

Rationale: Teacher’s new role as a facilitator, rather than a provider, of information exchange requires some new tools & techniques in the classroom, virtual or otherwise. Most traditional teaching will occasionally use small groups to achieve tasks as part of a larger whole; that experience will form the basis of the new 21st century classroom. When students are teaching each other, learning together through scaffolded projects, teacher time is freed up for more fine tuned guidance & research. Collaboration amongst classrooms from different fields of study is also possible to implement, and allows teachers to model the learning process as they themselves learn about a new field. Empowering students to have more responsibility in their own learning process increases the probability of transfer of those processes outside of the classroom walls.

Collaborative Learning with Computer Support is intended to provide techniques, tools, and an experimental overview of what is possible using computer supported collaboration in the classroom. Each example subtopic includes different means of achieving the same learning objective, so that teaches will have choices for what works for them or their students. Also, the variety is intended to keep the three examples from becoming tedious, or repetitious. Like a guided webquest (Bernie Dodge, webquest.org ), the timing of each lesson may vary according to number of students, resources available, and student possession of prerequisite material. This course may best fit into a curriculum of a health class, physiology, biochemistry, biology, or communications.

CLCS Unit Lesson 1

Vocabulary- general collaboration & nutrient hazard -specific

CLCS Unit Lesson 2

Space for Discussion Task provides the topic material for discussion, as well as techniques to engage in collaboration using computer support.

CLCS Unit Lesson 3

Resource sharing

This is a space for you to share your own findings of additional resources. If you use additional resources to edit one of the topic- specific entries, please also list the sources there.

CLCS Unit Lesson 4

Metacognitive strategies are used throughout the course, with the goals of identifying progress in computer skills, communication facilities, and nutritional awareness. Review your initial thoughts periodically.

CLCS Unit Lesson 5

Final assessment tools using Hot Potatoes are intended to link their new knowledge with an enjoyable learning device disguised as a game to encourage their learning in the future. Prior to completing them, you may find it useful to re-read your initial thoughts, questions, or experiences with food allergies as listed under Initial thoughts.



Links

Link to Lesson Units Introduction

CLCS Unit Lesson 1 Vocabulary

CLCS Unit Lesson 2 Space for Discussion Task

CLCS Unit Lesson 3 Resource Sharing

CLCS Unit Lesson 4 Metacognitive Strategies

CLCS Unit Lesson 5 Assessment Tools

CLCS Glossary

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ETAP 623 Spring 2009 Learning Community