In Teaching as a Design Science the well-known author Diana Laurillard presents an interesting expansion of her Conversational Framework theory (Laurillard, 2002). Both books aim to improve teaching-learning practice by offering optimized examples of good instruction in specific contexts. However, in Teaching as a design science, Laurillard goes a step further: she merges her well-known framework with the emerging research trend of pedagogical patterns to justify the view not only that teaching and design are similar, but that teaching should be conceived and practiced as a design science
