[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600604-105":59,"doc-detail-600604-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","collaborative-design-practices-in-technology-mediated-learning","Collaborative Design Practices in Technology Mediated Learning","","The article examines how computer-supported collaborative designing practices can be implemented in an elementary classroom. A case study follows 12-year-old students engaged in architectural design with support from a teacher and a professional designer. Students analyzed houses and sites, planned volumes, facades, and floor plans, and worked in seven teams. Knowledge Forum stored notes, pictures, sketches, and photos, while Analytic ToolKit and qualitative content analysis evaluated quantitative and content contributions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collaborative-design-practices-in-technology-mediated-learning/600604/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collaborative-design-practices-in-technology-mediated-learning/600604.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning setting does the study focus on?","Question",{"text":112,"@type":113},"The study focuses on implementing computer-supported collaborative designing practices in an elementary classroom through an “Architecture Project.”","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students participate in the design process?",{"text":117,"@type":113},"Students engaged in analyzing existing houses and building sites, determining building volume, and designing facades and floor plans, working in seven teams with a specific house to design.",{"name":119,"@type":110,"acceptedAnswer":120},"What role did Knowledge Forum play in the study?",{"text":121,"@type":113},"Knowledge Forum functioned as a technology-enhanced learning environment where students’ notes, pictures, sketches, and photos were stored and analyzed using Analytic ToolKit and qualitative content analysis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600604,1792476573,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Collaborative Design Practices in Technology Mediated Learning Pirita Seitamaa-Hakkarainen, Kaiju Kangas and Anna-Mari Raunio,  \nUniversity of Helsinki, Finland  \nKai Hakkarainen, University of Turku, Finland  \nRESEARCH  \n54  \nAbstract  \nThe present article examines how practices of computersupported collaborative designing may be implemented inan elementary classroom. We present a case study in which 12-year-old students engaged in architectural design under the guidance of their teacher and a professional designer. The students were engaged in all aspects of design processes, such as analysing the design of existing houses, analysing the building site, determining building volume, design facades, and floor plans; they formed seven teams, each of which had its own house to design. The data-analysis relied on the Knowledge Forum database, consisting of students’ notes, pictures, sketches, and photos. The participants’ quantitative contributions to the database were analyzed with Analytic ToolKit which underlies Knowledge Forum. A qualitative content analysis was performed to the KF notes produced by the student teams; a theory and data-driven approach for categorizing the content of the notes was employed. The results revealed that the student teams considered various design constraints and familiarized themselves with their own building site and regulations regarding their permitted building volume. They constructed environmental models and scale models, and made the calculations of gross floor volume; scale drawings were inserted to KF’s Environmental Model view as pictures and texts. The results indicated that parallel working with conceptual (design ideas) and material artefacts (architectural models, prototypes of apartments, figures) supported one another. The intent was that involving students in modeling practices would help them build domain expertise, epistemological understanding, and skills to create and evaluate knowledge. Further, implications for designing technology-mediated collaborative design processes are discussed.  \nKey words  \ndesign project, design and technology education, Learning by Collaborative Designing (LCD), technology-mediated learning  \nIntroduction  \nDesign and technology education (D&T) has a special importance in promoting human creativity, particularly when conceptual and material aspects of the process reciprocally support one another (Kangas et al. , 2007; Seitamaa-Hakkarainen et al. , 2010) . Rather than merely emphasizing abstract scientific inquiry in school learning, designing can be considered as an archetypical form of innovative learning, where one has to learn not only what  \nis already known, but also go beyond what is given and learn the potentials in a situation for creating something new. Learning by designing is usually connected to technological design (Kolodner et al. , 2003; Roth, 1996), designing artefacts (Lahti et al. , 2004), learning science (Fortus et al. , 2004; Roth, 1998), or their combinations (Hansen, 2009; Kangas et al. , 2007) .  \nThe present article examines how practices of computer supported collaborative designing may be implemented inan elementary classroom. We describe the “Architecture Project”, where elementary students designed apartment buildings with the help of a professional designer. The project was based on the following ideas: 1) intensive collaboration between the teacher, the designer, and researchers, 2) integration of many school subjects, such as history, mathematics, mother tongue, biology, geography, visual arts, and design & technology education, for solving a real-world architectural problem, 3) engaging students in sustained effort of building knowledge regarding the themes, and 4) integrating conceptuallydriven (minds on) inquiry with a materially embodied one (hands on) . During the whole project, a technology enhanced learning environment, Knowledge Forum, was used.  \nThe ideas behind the Architecture Project rest upon the Learnin","cbCairME0HJsAR2t","https://ap.wps.com/l/cbCairME0HJsAR2t","pdf",384005,12,"English","# Abstract\n# Introduction\n# Learning by collaborative designing\n# Research questions\n# Technology-mediated learning environment","[{\"question\":\"What learning setting does the study focus on?\",\"answer\":\"The study focuses on implementing computer-supported collaborative designing practices in an elementary classroom through an “Architecture Project.”\"},{\"question\":\"How did students participate in the design process?\",\"answer\":\"Students engaged in analyzing existing houses and building sites, determining building volume, and designing facades and floor plans, working in seven teams with a specific house to design.\"},{\"question\":\"What role did Knowledge Forum play in the study?\",\"answer\":\"Knowledge Forum functioned as a technology-enhanced learning environment where students’ notes, pictures, sketches, and photos were stored and analyzed using Analytic ToolKit and qualitative content analysis.\"}]","Collaborative Design Practices in Technology Mediated Learning | PDF",1792091025]