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Built on Danish primary-school research spanning more than a decade, the study focuses on integrating ICT within Scandinavian Problem Oriented Project Pedagogy and students’ digital production aimed at peers. It reports learning outcomes supporting deep learning, mastery, and digital literacy, then shifts attention from why students act as learning designers to how teachers can apply design methodologies through interaction design and rhetorical concepts like metaphor and metonymy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-designs-for-learning-practices-when-designing-for-students-as-learning-designers/601025/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-designs-for-learning-practices-when-designing-for-students-as-learning-designers/601025.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central concept of the paper?","Question",{"text":112,"@type":113},"The paper is based on Students as Learning Designers, describing students’ roles in digital-subject productions aimed at peers and the teacher-designed frameworks that support that role.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect learning design to ICT and pedagogical tradition?",{"text":117,"@type":113},"It links ICT integration to Scandinavian Problem Oriented Project Pedagogy (POPP) and Computer Supported Collaborative Learning (CSCL), emphasizing participation, social knowledge construction, and meaning negotiation.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodological question does the paper pursue?",{"text":121,"@type":113},"Instead of researching the WHY of students as learning designers, it investigates the HOW by exploring teachers’ learning-design practices as methods, using metaphor/metonymy and interaction design theory.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601025,1792919348,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Levinsen, K. T., & Sørensen, B. H. (2019). Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers. Designs for Learning, 11(1),30–39. DOI: [https://doi.org/10.16993/dfl.111](https://doi.org/10.16993/dfl.111)  \n\n| METHOD\u003Cbr>Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers\u003Cbr>Karin Tweddell Levinsen and Birgitte Holm Sørensen |\n| --- |\n| This paper contributes with elements of an emerging designs for learning-methodology and takes as its starting point the concept of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary schools (first to 10th grade). The research focussed on the integration of information and communication technology (ICT) in learning situations framed by the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the research projects that provide the theory’s grounding have focussed specifically on designs for learning that constitute students as learning designers of digital subject related productions aimed at peers. These may be both multimodal communication productions and coded/programmed productions such as games and robots. This includes designs for learning that contribute to students’empowerment, involvement and autonomy within the teacher-designed frameworks that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with acquisition of digital literacy and 21st-century competencies. As this theory and its operationalization in practice have proven useful, it makes sense to move from researching the WHY of students as learning designers to look into HOW, that is the methodology of teachers practicing designs for learning. For this purpose, we use the lens of the concepts metaphor and metonymy and interaction design theory to explore our empirical studies and previous findings and identify aspects of designs for learning practice that teachers can apply as methods when creating designs for learning aimed at students as learning designers. |\n| Keywords: Learning design; students as learning designers; design methodology; design for learning model; teacher agency; student agency |\n\nIntroduction: Designs for learning  \nThis paper is based on our concept of Students as Learning Designers, which we developed based on more thana decade of research-and-development projects in Danish primary schools (first to 10th grade) all running over 2–3 years and involving 3 to 11 schools. All studies were conducted according to the Danish ethical research legislation at the time of the actual study.  \nTraditionally, approaches to and research in designs for learning have been preoccupied with teaching and designs for learning, which are considered the teacher’s domain (Sørensen, Audon & Levinsen, 2010; Sørensen & Levinsen, 2015) . However, since the introduction of critical theory in Danish and Scandinavian school development, schools have focused on project work and the participation of learners combined with the gradual introduction of information and communication technology  \nAalborg University, DK  \nCorresponding author: Karin Tweddell Levinsen ([kale@learning.aau.dk](kale@learning.aau.dk))  \n(ICT). As a result, learners have gained increased influence over designs for learning categories, including objectives, content and work methods, which includes the use of ICT. In the wake of these changes, the scope of our projects shifted to include the research and development of designs for learning for students’ digital-production projects (Sørensen, Audon & Levinsen, 2010) . The designs for learning in question were based on the Scandinavian tradition of P","cbCailBivg9UqfLP","https://ap.wps.com/l/cbCailBivg9UqfLP","pdf",1337011,"English","# Introduction: Designs for learning\n## Students as Learning Designers concept and background\n## ICT integration, learning outcomes, and methodological focus\n## Identifying teacher methods for learning design practices","[{\"question\":\"What is the central concept of the paper?\",\"answer\":\"The paper is based on Students as Learning Designers, describing students’ roles in digital-subject productions aimed at peers and the teacher-designed frameworks that support that role.\"},{\"question\":\"How does the paper connect learning design to ICT and pedagogical tradition?\",\"answer\":\"It links ICT integration to Scandinavian Problem Oriented Project Pedagogy (POPP) and Computer Supported Collaborative Learning (CSCL), emphasizing participation, social knowledge construction, and meaning negotiation.\"},{\"question\":\"What methodological question does the paper pursue?\",\"answer\":\"Instead of researching the WHY of students as learning designers, it investigates the HOW by exploring teachers’ learning-design practices as methods, using metaphor/metonymy and interaction design theory.\"}]","Teachers’ Designs for Learning Practices When Designing for Students as Learning Designers | PDF",1792091831,25]