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| | Depth of the application of the DP |
| | Level 1 | Level 2 | Level 3 |
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| (1) Organizing activities around shared “objects” | Answers to teacher’s questions: every individual or a group answered the same questions and the answers were then shared | Group work and a joint object: the improvement is based on division of labour; only limited collaborative improvement | Groups had a collaborative object for their work: sharing and versioning were a collective responsibility |
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| (2) Supporting integration of personal and collective agency and work through developing shared objects | Either individual or group work but the agency for these was not integrated | Individual and group work somewhat integrated; for example, an individual writing task following the group work and based on it | Individual and group work integrated; for example, group outcomes are constructed from individual contributions |
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| (3) Emphasizing development and creativity in working on shared objects through transformations and reflection | Versioning or different types of information not used, no reflection | Versioning during the process but only limited reflection, for example, only by the teacher, or examination of various types of information | Multiple ways of versioning and reflecting by peers and the teacher, for example, mind maps for brainstorming, collaborative writing, and a presentation |
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| (4) Fostering long-term processes of knowledge advancement with shared objects | Mainly one lesson-two lessons; no reuse of the outcomes | Longitudinal process, for example, time used regularly during a course; no reuse of the outcomes | Longitudinal process, for example, time used regularly during a course; reuse for other activities supported |
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| (5) Promoting cross-fertilization of knowledge practices and artefacts across communities and institutions | No cross-fertilization; however, authentic (Internet) sources bring some external influences | Some cross-fertilization conducted but not integrated into the course work, for example, an external visitor | Cross-fertilization between subjects or external visits integrated in the course work, for example, prepared questions to the expert and postreflection of the expert’s answers |
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| (6) Providing flexible tools for developing artefacts and practices | Basic office tools and the Internet in use but not used for collaboration | Multiple tools, also collaborative, but the use is limited, for example, sharing only between the teacher and each group | A rich variety of tools, used meaningfully, for example, students’ mobile phones used for recording and brainstorming or mind maps tools and collaborative tools |
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