In this special issue, the authors purport to interrogate and further their understanding of the commonly cited term, "design," specifically "learner-generated designs." This issue brings together scholars from multiple disciplines, including learning sciences, literacy studies, science education, digital media, and pedagogy, to examine the notion of "learner-generated designs" in both formal and informal learning environments. Multidisciplinary perspectives provide ways of understanding how learners take hold of their culture of learning, shaping it to be more participatory, communicative, collaborative, and digital. The authors argue that "learner-generated designs" provide opportunities for learners to bring in their objects or ideas of significance to engage in pedagogic discourse with their peers and teachers or mentors. "Learner-generated designs" focus the discourse on the learners' ways of being, doing, and knowing; identity; and embodied experiences of artifacts in different domains of their lives. This commentary will draw on the authors' research to elucidate the notion of "learner-generated designs."