ABSTRACT
This chapter focuses on the Designs for Learning-perspective—in and beyond the classroom—with an orientation towards the future. For the visitor, the learning was facilitated by the design of the information, without any requirement to actually “learn” anything about the wreck or about this specific historical period of time, as probably would have been the case in a formal context. Research in line with Designs for Learning was initially carried out to conceptualize learning in the intersection between multimodal, social semiotics, and a sociocultural approach, based on qualitative research inspired by ethnographical and other approaches including field studies. Designs for Learning is a perspective that covers both structures of stability and processes of change. The design perspective looks at factors that frame activity settings and thinking, and it is also sensitive to spaces of agency and how material and semiotic resources are used.
