“…This framing highlights that learning is mediated through activity -actions, thoughts and emotions -that cannot be designed in advance, only indirectly influenced through design. In acknowledging the complex interplay of the social (Ito et al, 2015;Wenger, 1999), the material (Ingold, 2011;Lave & Wenger, 1991;Sørensen, 2009;) and the epistemic (Clark, 2010;Hutchins, 2014) in learning, and to focus design attention on those aspects of any learning situation that are open to alteration through design, ACAD offers a theoretical scaffold with four components (see Figure 1). The first three accommodate the designable aspects of the social, material, and conceptual dimensions of learning, and the fourth accommodates the emergent activity of learners, including acts of co-creation and co-configuration.…”