Abstract: This paper analyses an instructional design artifact, produced by three Greek teachers, reflecting on the notion of ‘time’ in teaching second language learners. In the modern world, ‘temporalities’ and ‘spatialities’ are important social constructs, and the way they are understood and deployed can reveal how people of different cultural backgrounds make meaning of them. These notions, therefore, can be used to shape real world contexts for ‘scaffolded’ learning, which makes these differences explicit. The purposeful use of new digital tools for instructional and curriculum design can create inclusive and transformative second language environments where difference is a productive resource for achieving learning outcomes. This artifact analysis uses ‘Learning by Design’, an epistemological framework that facilitates intercultural education, senses of belonging, agency, and transformative learning for an inclusive citizenry.

Learning by Design in Greece