To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course, research design focused on the learning environment structure, collaborative learning activities such as digital knowledge mapping, and the instructor's role in scaffolding students' learning to achieve shared knowledge. Content analysis of students' work revealed four themes in the construction of collaborative concept maps: research, process, organization, and behavior. Student statements within the themes indicated use of specific critical thinking skills in the knowledge-sharing process.