The paper advocates an approach to learning design that considers it as creating digital artefacts that can be extended, modified and used for different purposes. This is realised through an "act becoming artefact" cycle, where users' actions in the authors' software environment, named Learning Designer, are automatically interpreted on the basis of formal active "concepts" embedded in users' activities as they create learning designs. This is underpinned by semantic technologies, which enable creating active, in computational terms, artefacts. The paper illustrates how the proposed approach integrates pedagogical considerations, expressed using the Conversational Framework, with semantic technologies, especially ontologies, providing a snapshot of the tool. It discusses evaluations and findings from the user studies that were carried out. Finally, some conclusions and next steps are provided. (Contains 4 tables, 7 figures and 4 notes.)