We are very sympathetic to this perspective!  One of the exciting things about GbCC is that we have found ways for it to make "individual" and "extensive" activities (like coding or modeling, or geometric construction) more "conversational," collective, and fluid.  For coding and modeling in particular, it has been successful to establish a shared question or phenomenon as a target (or a RANGE of phenomena or questions), and have students contribute CODE that provides a partial solution/response to the question.  Especially when the response is not right or wrong but explores a space of possibility.

This is exciting work! Are students also able to engage in the iterative nature of modeling by contributing/refining code?

A second question: How are students using Geogebra in combination with GbCC?

At our various sites, we've explored different possibilities here (though not systematically as part of the research questions of the project).  Our work has ranged from design partnerships with teachers; to work with pre-/in-service teachers in degree programs; to student projects that lead to group learning or classroom implementation - and combinations of these.  

A strong design goal of the project has been to make it EASY to integrate and support group-centered design with the technology.  It's not always easy for people to learn to think in terms of group-centered activities, but when we find a thing that one would want to do that isn't possible, we usually take the time to try to make that thing possible. :)

We are very curious about what will be needed to SCALE the use and authoring of activities in GbCC and similar systems, and so I'd turn your question around as an invitation for informal or formal collaboration, for anyone who has a desire to create activities of this kind.

I take your invitation Corey. In Enlace Ciencias project from the Ministry of Education of Buenos Aires City, we have developed some lesson plans using NetLogo simulation models that we built (one for Dengue outbreak and one for the ecology of guanacos and sheep in Patagonia). We will explore the possibility of bringing these models into GbCC and also bringing some of the existing models & lesson plans into Spanish language, as we have been doing since a couple of years. 

Congratulations on this initiative!

Fantastic.  If you would like, I can convert one of your models to use GbCC and document the process, so you can do the second one as a test. (That would help US, because we are trying to ensure that our documentation makes sense to people NOT on the project :))

Thank you, Shelly. GbCC expands upon over two decades of researching involving participatory models and simulations. The focus on student-based inquiry provides space for students to experiment and explore while also collaborating with their peers as they engage in meaning-making. We're very excited to see the impact of these tools on student learning!

Thank you, Deanna! The social elements of learning are key to how GbCC is enacted in the classroom. The ability for students to share and discuss their findings, and interact in participatory simulations provides generative space where both students and teachers can explore and challenge misconceptions. While technology, specifically cloud-computing, is key to this iteration, the social aspects of learning and space for exploration remain at the heart of how agent-based modeling can benefits students in the classroom. We look forward to seeing the potential realized in the classroom as more teachers adopt these research-based teaching practices.

Dear Quinn - Can you clarify your question, about a link for the Cooperative Superintendency Program?  Thank you!  -Corey

Hi - Our research with GbCC builds on research with Agent-Based Modeling using NetLogo and NetLogo Web.  To BUILD models (from scratch), a teacher would need to become familiar with NetLogo.  We have worked with teachers extensively on this and it takes a few days' long workshop.  To MODIFY or USE existing models, is much easier, and we have done this at fairly large scale in a day-or-two-long workshop.   For GbCC, I've been surprised to see that "getting into the code" actually seems MORE inviting, and I am hopeful that workshops with teachers will move from USE to MODIFY to CREATE even MORE often than they have in my NetLogo experience.  But, there is no denying that some support is needed.  In that context, working with a TEAM is a particularly fun and useful configuration.