As more and more organisations examine the validity and suitability of online and blended models of learning and development the pandemic has only accelerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different contexts. Contexts are the foundation and thus have a direct dependency when one thinks of designing for learning and performance. Understanding the factors that influence how a context shapes the learning experience thus assists with a much improved outcome for institutions and individuals (de Alvarez & Dickson-Deane in TechTrends 62:1–9, 2018; Romero-Hall, E., Correia, A. P., Branch, R. M. (Rob), Cevik, Y. D., Dickson-Deane, C., Chen, B., Liu, J. C., Tang, H., Vasconcelos, L., Pallitt, N., & Thankachan, B in Research methods in learning design and technology. Routledge, 2020). Work-integrated learning, also known as cooperative education in some geographies, depends on the integration of the disciplinary and societal context to add the value needed for the learning experience (Saunders in JADARA 6, 2019). Knowing how this may look from a design perspective and then measuring it against the outcomes that are achieved to see if they meet the needs of industry and society at large is the next step to have meaningful translation (Carr-Chellman & Carr-Chellman, in TechTrends 64:704–709, 2020). © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.
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