This symposium explores the design-ification of learning to generate discussion on digital learning, curriculum, design. Three empirical reports offer depth and scope on what it means to designify learning:1) 25 eighth graders designing affinity spaces to understand cyberbullying; 2) 9 high school students designifiying the self through a variety of social networking platforms; 3) 250 teachers in 14 secondary schools design-ifying ICT practices in their classrooms.
