Learning can take place in a variety of different contexts. Two important categories of learning event are those which are "contrived" and those which are "serendipitous." If they are to be optimally successful, the first of these types of event requires a level of planning that is commensurate with the outcomes that are to be achieved. Planning involves deciding upon what resources are to be used and how to embed "hallmarks of quality" within the learning product that is finally created. Invariably, a number of models and/or methodologies are used to guide the creative processes that are involved in producing a learning event or product. This paper provides a historical perspective and reflection on a model of learning design that we have developed and which we have used successfully for creating interactive learning products for use in a variety of different contexts. (Contains 3 figures, 1 table, and 2 notes.)