ABSTRACT
We present lessons from an experimental educational intervention based in a residential facility for adjudicated youth. In this initiative we created a technologically immersive environment based upon constructionist learning. Rather than adjust one element of the learning environment at a time, we created a radically different environment not just for this particular setting, but for any setting. The youth worked in an age and grade integrated, inter-disciplinary, open, learner-centered, project-based way, investigating areas of their own choice, learning through design and construction. We found many results that far exceeded expectations and past performance. We analyze the factors behind these results to shed light on learning environments in general. We also discuss the limits exposed within this experience.
