ABSTRACT
Since the writings of Francis Parker and John Dewey (Dewey, 1915; Parker, 1894/1969), educators have been excited by the possibilities of learning through design activities. The introduction of computational media to education has made this idea only more appealing, as educators see how computers make it possible to explore more areas of human understanding in an open-ended, design-based environment (Kafai & Harel, 1991; Noss & Hoyles, 1996; Papert, 1980, 1993; Resnick & Ocko, 1991; Wilensky, 1995). One important issue in the open-ended approach of learning-by-design is the need to provide students with skills to regulate their learning activities effectively (see Dewey, 1938).
