The overall KidStory workplan involves three partners carrying out three kinds of activity that span three distinct phases of technological development during three years. The three partners are: The University of Nottingham (NOTT) in the UK; The Royal Institute of Technology (KTH) in Sweden; and the Swedish Institute of Computer Science (SICS), also in Sweden. The three kinds of activity are: technical development of successive collaborative storytelling technology approaches; the integration of these into "classroom" environments, including conventional school classrooms and public "exploratoriums"; and the evaluation of these platforms and applications. The three phases of technological development are:

Extending current desktop interfaces for sharing - this first phase assumes as its starting point that the kids will have access to a conventional computer. It then considers how such a computer can be extended to more easily support sharing in creating and experiencing stories. It will extend existing software platforms that are available to the partners to make creative use of multiple peripheral devices and will consider how these can be configured for different kinds of sharing.

Extending spatial environments for shared storytelling objects - this phase will extend our platforms to support the creation of shared storytelling objects. These are sharable objects that can be introduced into kids' stories, so as to provide new forms of content or ways of interacting. They include tangible objects in the physical world than can be directly manipulated by kids and also virtual objects that can exhibit different behaviours and that can be both directly and indirectly controlled. Phase 2 therefore extends phase 1 both by moving beyond traditional computer hardware and leveraging our understanding of 2-D and 3-D storytelling environments.

Exploring augmented space for shared storytelling - this phase will develop so-called reactive spaces where physical actions such as movement, speech and the manipulation of objects drives the creation and exploration of the story, which is then projected into the environment. Phase 3 therefore further develops the focus of the project by considering interaction within the shared physical space where the kids and the story-telling objects are located.