This paper describes an approach to conceptualising and performing Web 2.0-enabled learning design. Based on the Technological, Pedagogical and Content Knowledge model of educational practice, the approach conceptualises Web 2.0 learning design by relating Anderson and Krathwohl's Taxonomy of Learning, Teaching and Assessing, and different types of constructive and negotiated pedagogies to a range of contemporary Web 2.0-based learning technologies. The learning design process can then be based upon the extent to which different Web 2.0 technologies support the content, pedagogical, modality and synchronicity requirements of the learning tasks. The model is resilient to the emergence of new Web 2.0 tools, as it views technology as only a mediator of pedagogy and content with attributes to fulfil the needs of the learning episode. A range of possible use cases, categorisations and examples are offered to illustrate the learning design concepts and processes, in order to promote more savvy and expedient application of Web 2.0 technologies in learning and teaching contexts. (Contains 3 figures and 5 tables.)