Editorial: making learning design explicit and shareable

The five papers in this issue of the Journal of Learning Design attempt to tidy up the messiness of learning design. They enact the objective suggested by Conole and Wills (2013) that learning design should make the design process itself “more explicit and shareable” (as cited in Rankin, Haggis, Luzeckyj and Gare, this issue, p. 15). Removing the messiness is an important first step to sharing practice in clear unambiguous ways.