Love the post. I guess when I read this though there is an aspect to ‘meaningful processing’ that is being neglected and for me is possibly the most important. ‘Learning’ is ultimately at the hands and control of the learner not the designer. A designer needs to be cognizant that the activities they build do not necessarily, no matter how well they are designed’ have a 1 to 1 relationship with the learning. That is designers do not create learning, they create a stimulus for learning, and that stimulus in an of itself, will produce not 1 learning outcome but many. My point being is the mapping process that you speak of, and the design of learning activities that generate meaningful processing should be focused on creating a stimulus and should therefore ALSO include the support required to allow a learner to complete their experience. Does this make sense? Along the same lines of a designer assuming that exposure leads to even the simplest form of learning, designers assume that their designs equals the learning. We even use ‘learning’ as a synonym for ‘instruction’ in many cases. So there’s the creation of activities that generate ‘meaningful processing’ but that for me is the stimulus. There is then the need to support the stimulus and the various directions the experience of the stimulus may lead people to.