The learning design sequence visually represents the Explore, Describe, Apply generic design, outlining the resources, tasks and supports needed for this design. This generic learning design is useful in instances when the learning being sought applies processes and procedures of a conceptual nature; for example, learning how to evaluate, learning how to design, learning how to inquire and explore. View the Learning Design Sequence for a graphical representation of the generic learning design.

The learning in this design is based on the solution of an open-ended problem which has multiple possible solutions. The learning setting is based on 3 tasks which follow in sequence and support the learner in exploring, describing and applying processes and procedures of a conceptual nature.

This form of learning setting needs to be resourced with an array of items for students to choose from, including examples of real life documents and materials relating to the subject; policy documents; templates, instruction books, manuals, guides; access to people (opinions and advice) solving these problems as part of their occupation; varying viewpoints on the subject/topic from different stakeholders; theoretical treatises e.g. journal papers, textbooks on the subject.

Students need guidance to assist in the development of a plan of attack for the problem to be solved, access to the opinions and feedback from others, and facility to articulate thoughts and to receive informed feedback and guidance.

In designing the learning setting, information on implementation tips, preparing students and guidelines for planning will support this process.

This learning design is useful in instances when the learning being sought applies processes and procedures of a conceptual nature, for example learning how to evaluate, learning how to design, learning how to inquire and explore.

The assessment for this form of learning design is based on the quality of the solutions provided for the three tasks. The problems are chosen so that their successful completion is an indication of the forms of capability, knowledge and understanding sought by the course objectives.

The most important aspect of ICT is its capability to provide a means for ready access to broadly-based information and the ability to communicate that information among participants in an efficient and timely fashion.