My approach was to propose a participatory design process that involved teachers at every step of the production cycle. This process was made possible by incremental prototyping and by redefining teachers' role in a multi-disciplinary development team and their integration as actors in the process. I also proposed a framework for extracting teachers' implicit knowledge about the teaching domain . Presented as forms that teachers used to describe pedagogical activities around the software, their purpose was also to support the negotiation between software engineers and teachers about the implementation of the teaching domain (i.e. pedagogical content but also interface and human-computer interaction issues).
This work was applied to the design of Calques 3D, a three-dimensional Dynamic Geometry microworld .