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During the past five years, our research group worked with a group of public school teachers to define, develop, and assess network-based support for collaborative learning in middle school physical science and high school physics. From the outset, we committed to a participatory design approach. This design collaboration has now existed far longer than is typical of participatory design endeavors, particularly in North America. The nature of our interactions, and in particular the nature ofdoi:10.1145/347642.347731 dblp:conf/ACMdis/CarrollCRN00 fatcat:kg3r2u34yffrbi6bycs4rzh4em