Designing for meaningful learning across diverse contexts remains a salient, on-going question in contemporary education and educational design research. How do we conceptualise, plan for, and deploy learning designs that mediate and support meaningful, highly cogent and connected educational experiences in and between different settings? The many different actors and factors affecting educational design in context mean that attempting to understand and systematise the complexity of situated learning can present a considerable, perhaps even intractable challenge for educational designers and innovators. There exists a dearth of research examining how we can attempt to align more closely our design of, and for learning across different educational contexts. This design patient clinic at ISDDE 2016 seeks to engage discussion on how we in the educational design community might address this issue and related questions. In this session we will discuss if and how we might progress a preliminary synthesis of a cross-context participatory design framework to support the conceptualisation, design and evaluation of learning as it occurs across multiple sites of learning. We present this design challenge with the aim of getting feedback and support from ISDDE colleagues. We will share our experiences as educational design researchers developing educational interventions in diverse settings, both formal and elective: professional education (medicine and teaching), schools, universities and sites of casual, free-choice learning, e.g. museums.