ABSTRACT
This conclusion presents some closing thoughts discussed in the preceding chapters of this book. If theories could be placed on a continuum of how many variables they attempt to incorporate, cultural historical activity theory (CHAT) would probably be placed at the more 'complex' end. If we are to become better designers of learning activities and technologies, and indeed, if we want our designs to have an impact, we will need to treat design as a first-class research activity. Through the challenge set by editors Svihla and Reeve, we have been invited 'under the hood' of the learning sciences. The design stories also provide a reality check that makes designing more accessible; they depict the design process as iterative and emergent, as noted by Christensen in his commentary. Designing effective curriculum and learning technologies is difficult and complex; we need to design not just for the average learner, but rather in ways that address all learners.
