The high school track · Computational Collaboration Curriculum

Four periods for running this with learners aged 14 to 18, building one small site each.

With learners rather than colleagues, the accounts and the conversation with families change. Conditions covers what to settle before that session.

Each learner builds a small site that introduces them. Classmates are the audience, so it has to work for somebody else. The learner is the subject, so they are the only one who can say whether it is right.

Why that project

The subject is chosen so the tool cannot do the part that matters. A catching game has a right answer the model already knows. A page about one particular person does not, and every choice comes back to the learner holding all the information.

It is also the one project where a learner's first column starts full. They can judge the content without going and learning it first, which is what makes this a calibration exercise rather than a research task.

What the four periods do

One plans and builds nothing. Two builds and judges. Three hands the work to a classmate and watches. Four is about what the thing holds on to.

Why there is a fourth

This track runs at the top two rungs of the interaction ladder, where a page holds on to what visitors do. That has consequences worth a period of their own, and session four is where they land.

Before you start

Read the in-school conditions. Accounts are the thing that takes longest to settle and you need an answer before session two, not before session one.

Session one runs with the tool closed, so you can start the track while the account question is still open.