Mor and Craft (2012) define Learning Design (LD) as “the creative and deliberate act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given context.” The field of LD originated in the online and technology-enhanced learning research of the late 1990s and 2000s primarily in the UK, Australian and European higher education sectors. LD is rooted in a constructivist theoretical context and places significant emphasis on being learner-centred. The Larnaca Declaration (2013) formalised core LD concepts. LD is also concerned with describing, sharing and re-purposing designs and Laurillard refers to designs as ‘pedagogical patterns.’ In this section, I will synthesise the critical learning design models, frameworks and processes.