A learning design is a representation of teaching and learning practice documented in some notational form so that it can serve as a model or template adaptable by a teacher to suit his/her context. This paper presents a work-in-progress of a research study that is examining how a learning design representation developed in an Australian federally funded project known as the Learning Designs project (www.learningdesigns.uow.edu.au) is being used. Eleven participants were interviewed to investigate how they are using the learning design representation and how such a representation could be improved. Preliminary findings indicate that the visual characteristic of this learning design representation is one of its main strengths. The visual element enables a learning design to be summarised so it can serve as a “talking point” during the design process, it can be used as a communication device to share pedagogical strategies, and it can also serve as a personal reflection tool. In-depth analysis of the interviews is currently being conducted. The results will inform the refinement of the learning design representation and make a contribution towards the development of a notation system as there is currently no consistent notation system for learning designs in education.