This paper describes an innovative study being undertaken in Australia, as a result of large government funding, which explores a re-usable learning design construct (learner tasks, resources and supports). The paper explores an exploration of a new pedagogical framework which describes the nature of teaching and learning. The study is applying a generic learning design to support learning outcomes associated with visual, information, media and technology literacy. Critical literacy levels of multi-literacy, including strategies to facilitate critical understanding, will form the basis of the analysis framework for the study and will be explored in detail in the paper. What is unique to this study is the constructivist tenants embedded in the pedagogical framework through a technology enhanced learning environment.