This chapter builds on and brings up to date the work described in Chapter 6. The authors report on a decade of empirical work with teaching practitioners, which has led them to conclude that learning designs – by which they mean a specific form of graphical representation and explanatory text – are usable by university teachers. Designs are referred to for guidance and inspiration, in what the authors see as an example of case-based professional learning. Having a classification system seems to support this, even though it is not directly related to subject area. An important finding is that learning designs from the AUTC project can support the integration of pedagogy, technology and content knowledge in practitioners’ design thinking.