This article discusses how “reception” in media courses can be understood as “designs for learning”. Teacher students, working with digital media production, meet in “receptions” where their works are presented, interpreted, and discussed. The analysis highlights presentation as an activity with its own setting that could be understood as an activity of interpretation and sign-making. The main argument is that a “presentation” can be understood as a learning sequence in itself.
How to Cite:
Leijon, M. (2011). Presenting as a matter of design – exploring designs for learning. Designs for Learning, 4(2), 42–51.