This master thesis presents a model of its findings named “TIDS” (Danish abbreviation for time). TIDS is constituted of technology (T), institution (I), learning design (D) and student (S). The model is the outcome of a design based research project in a special needs school in Denmark with a project group of 4 boys aged 14 - 16 and their teacher. The project focuses on how to create an ICT facilitated learning design, with the purpose to involve special needs students in their work with their own assessments. Furthermore we narrow our focus to investigate, how the students can participate in a conversation about their learning experiences for future use in their assessments. The project is based upon participatory design. We have developed an approach for its use with special needs children, named: game based informant participatory design. The analysis is based upon Sociocultural Theory (Vygotsky) and Postphenomenological theory (Ihde and Verbeek). The findings include 8 design principles for technology and learning designs. We use tinkering upon an existing software as a mean of making a useful solution. Inspired by postphenomenology, we use digital sensemaking as a way of understanding communication, and finally we propose a 6th technology relation (Ihde). We call it, the alter-ego relation.