This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution. The definitive version was published in Learning, Media and Technology, Volume 36 Issue 2, June 2011. doi:10.1080/17439884.2011.553620 (http://dx.doi.org/10.1080/17439884.2011.553620 ) Representing Practice: practice models, patterns, bundles Isobel Falconer 1 , Janet Finlay 2 , Sally Fincher 3 Abstract This paper critiques learning design as a representation for sharing and developing practice, based on synthesis of three projects. Starting with the findings of the Mod4L Models of Practice project, it argues that the technical origins of learning design, and the consequent focus on structure and sequence, limit its usefulness for sharing practice between teachers. It compares practice models with two alternative, more flexible, representations, patterns and bundles, based on the outcomes of the Pattern Language Network project (Planet) and of the Centre of Excellence in Teaching and Learning Active Learning in Computing (CETL ALiC). It concludes that while practice models may be useful in mediating between teachers and technical developers, they cannot encompass the range of practice teachers require to represent. A pattern language is more comprehensive and has the advantage of being generative, but is difficult for teachers to acquire, and bundles may provide a more adoptable representation. Keywords learning design; practice models; patterns; bundles; representations; teaching practice Introduction Learning design has two different roots within the field of technology-enhanced learning. The first of these is in the attempt to build computer systems that would orchestrate the delivery of learning resources and activities for computer-assisted learning. It is exemplified by 1 Corresponding author: Caledonian Academy, Glasgow Caledonian University, Cowcaddens Rd, Glasgow G4 0BA, UK, email, isobel.falconer@gcal.ac.uk 2 Leeds Metropolitan University, Old School Board, Room 109, Calverley Street, Leeds, LS1 3EN, UK, email, j.finlay@leedsmet.ac.uk 3 School of Computing, University of Kent, Canterbury, CT2 7NF, UK, email, s.a.fincher@kent.ac.uk