This chapter summarises more than a decade of the authors’ empirical work with teaching practitioners which has led them to conclude that learning designs (by which they mean a specific form of graphical representation and explanatory text) are usable by university teachers to support their design work. Learning designs are referred to for guidance and inspiration, in what the authors see as an example of case-based professional learning. How professional educators take up learning designs is an area of empirical research that can provide a reliable evidence base for future design support and tool development.