This study focuses on Grade 6 learners' perceptions of 'learning as design' during the creation of a collaborative hypermedia product. Data were generated via a Likert Scale questionnaire, semi-structured interviews, learner journals, observational notes, Task Elicitation List, Task Ranking List and open-ended learner evaluation reports. The findings of the study are considered within Lehrer's framework for hyper-composition-based design, i.e. planning, translating and transforming, evaluation and revising. Inferences are made which suggest that a more explicit and comprehensive overview of the process can be presented as an 'extended learning by design' model. This framework or model is visually presented to prospective implementers.