This report begins by discussing the implications of a constructivist epistemology for instructional design and development, as well as drawbacks of the content database in instruction, the lack of special tools to help the learner actively construct knowledge, and emphasis on learning environments based on individual learning. The whole learning environment is considered from a constructivist viewpoint, and the need for tools that will support the construction by learners of their own representations and understandings is recognized. The development of a networked electronic environment referred to as RoundTable as one part of the Enhanced Learning and Information Environments (ELIE) project at Indiana University (IU) is then described. Designed to test constructivist notions of process tools, the RoundTable environment attempts to support comprehension, idea generation, analysis, composition, reflection, and communication in a social environment. A first prototype of the experimental system was developed to support the process of argument analysis in a class on critical reading taught in the School of Education at IU. The original networked version included only comprehension, idea generation, and analysis tools. Comments from the students after working with the system for four days and observation of their use of the tools indicated that most of the problems experienced had to do with the physical operation of the computer rather than the use of the tools to support the group task. It is concluded that RoundTable provided powerful conceptual tools for students to utilize actively in an electronically supported collaborative setting. Development of the system is continuing, working with other courses and settings. Comments from student evaluations of RoundTable and sample screens are appended. (24 references) (BBM)