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This paper is in response to the article entitled "The process of designing for learning understanding university teachers' design work" (Bennett et al. in Educ Technol Res Dev 65(1)125-145, 2017). Design constitutes a fundamental part of what teachers do (Goodyear in HERDSA Rev Higher Educ 227-50, 2015). However, it has received negligible attention in the research literature. Bennett et al. make a significant contribution to knowledge by identifying and illustrating how university teachers engage in educational design. In particular,
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