The document explores two design research cases focused on how mobile devices and social media facilitate informal learning. It discusses the potential for 'learning design' to adapt through systematic adjustments in varied contexts while raising questions about the scalability of techno-pedagogical approaches. The author invites debate on the viability of learning design as a solution within educational settings.

1. Two Cases of Design Research that Explore How Mobile Devices and Social Media Mediate ‘Informal Learning’ to Drive the Debate: Can Learning Design Hack it?ASLD11 Workshop: http://cloudworks.ac.uk/cloudscape/view/2349John Cook Learning Technology Research InstituteLondon Metropolitan University

2. Johnnigelcookor Jonni Gel Cook!Email: john.cook@londonmet.ac.ukPapers online: http://www.mendeley.com/profiles/john-cook6/Home page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcookMusic wiki: http://johnnigelcook.wetpaint.com/page/MusicAcademia.edu: http://londonmet.academia.edu/JohnCook/AboutBlip.fm: http://blip.fm/johnnigelcook

3. AimsUncover design principles based on 2 complex case studies raise issues about possible approaches to scaling up these techno-pedagogical designs

4. AimsProvide the workshop with exemplar ‘designs for learning’ (the two cases) for design discoursesee if the learning design tools and software available in the workshop can implement all or perhaps aspects of these complex design-based research driven cases/scenarios that I present in position paperCan Learning Design Hack it?

5. Design research was introduced in CONTSENS with the expectation that participants would

6. Design research was introduced in CONTSENS with the expectation that participants wouldsystematically adjust various aspects of the designed context

7. so that each adjustment could be tested and fed back into the next iteration of the intervention“The information given was underlined by the 'experience' of the area and therefore given context in both past and present.”

8. “it was triggering my own thoughts and I was getting to think for myself about the area and the buildings.”

9. “they can be engaged in more productive pedagogical approaches, such as small group work and investigative problem-based learning”Tutor

10. Ravenscroft, Schmit Cook & Bradley, in press, JCALMATURE - Continuous Social Learning in Knowledge Networks

11. People taggingMATURE has systematically considered aspects in the requirements engineering process of informal task-conscious learning support

12. ConclusionSystematic adjustment of content and scripts in CONTSENSCustomising tools to meet cultural factors methodology deployed successfully by FZINeeds extending when we attempt to design for the large-scale use of TEL thatis embedded in, or that perhaps embeds, sustainable communities and networks of practice

13. Learning design tools and software available in the workshop can implement all or perhaps aspects of my cases/scenarios?I look forward to debate surrounding the critical question posed in this paper’s title:Can Learning Design Hack it?