Digital resource design as a problem solving activity: the key-role of monitoring processes

Abstract

In this paper we analyse upper secondary school students’ design of digital resources by interpreting digital resource design as a problem solving activity strongly influenced by the process of instrumental genesis. Our research questions concern the monitoring processes activated by students-designers. Through our analysis, we identified different levels of monitoring during digital resource design, highlighting how monitoring processes are influenced by the students’ systems of conceptual and procedural knowledge and by the artifact’s constraints.