ABSTRACT
Designs for Learning as a theoretical framework focuses on the individual as well as on the interpersonal, collaborative, and social aspects of learning in different contexts. This framework is conceptualized in terms of (a) “designs for learning”, with a focus on such aspects as institutional framing, multimodal knowledge representations and potential (material and semiotic) resources for learning; and (b) “designs in learning” with a focus on the individual framing and learning paths (as student, pupil, museum visitor, gamer, etc.), and on his/her re-design of knowledge representations. The design of these representations indicates a person’s attention to—and understanding of—a text, a phenomenon, an object, or, for example, a challenge in a game. This perspective also includes “cultures of recognition” and which “signs of learning” are accepted in different environments.
