To learn through learning design: new ways of learning playing with learning design

This article is based on a joint research process combining three case-studies from three different domains; 1) health, 2) management and 3) continuing education. The cases present various ways in which teachers’ design processes are scaffolded, when technology is integrated into their teaching practices through their playing with learning design processes. An interesting perspective is the factors that influence creativity and scaffolding, which are investigated in this article: e.g., will there be room for development and opportunity for the testing and evaluation of the digital learning design created? Furthermore, it is relevant to investigate if playing with learning design contributes to a change in the teachers' ways of thinking when their teaching practices are redesigned in a digital context? Based on the three cases, the article describes how the developers, who are teachers, are scaffolded by learning designs, in the development of learning objects. These learning objects (learning assets) are brought into a holistic learning design [1], which is tested in their daily practice. The empirical data consists of interviews and observations. The focus is on the teachers' learning during the design processes and the factors that have had the greatest importance in scaffolding their design processes.