For an entire month, regular lessons were replaced with workshops on coding, fabrication technologies and media production. Two days a week, pupils would work with design challenges, trying to solve real world problems with technologies from the workshops. Instead of staying in closed classrooms, pupils worked in three zones: Maker Zone, Media Zone and Code Zone, represented with colours and icons. While the Maker Zone featured CAD software, 3D printers and a laser cutter, the Code Zone was cornucopia of electronic building blocks, programmable robots, single board computers and conductive paint. In the Media Zone the children’s iPads were upgraded with zoom lens covers, tripods and microphones, enabling pupils to document their own design process with video. Learning to use the wiki and documentation platform www.edruption.com was another important media task, focused on building awareness of how we share information online, and who the audience might be. In this complex, experimental learning environment, pupils were trained in the iterative design process, where continuous testing and feedback informs the process and final product. To embrace the transdisciplinary nature of collaborative work, the pilot project featured communication exercises and a role system to make interests, competencies and responsibilities visible in the group work. To help the pupils focus on real problems to solve, the theme Citizenship was applied to the three big design challenges. Going from working with Local Citizenship to National Citizenship to Global Citizenship, the 4th graders had to extend their perspective from their own daily problems to global issues like climate change, recycling, food production and health.