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This contribution presents an empirical study of object-oriented collaboration. The participants are groups of teacher students, who work on knowledge objects (e.g., didactic materials, study materials and guidelines for teachers) intended to address problems identified at schools where they pursue their internships. The knowledge creation approach to learning, which places collaborative creation of knowledge objects at its core, served as a guide for the pedagogical design, which includesdblp:conf/cscl/DamsaL11 fatcat:qsy4qq2wsbe2zcony6vsnb3tpq