One Size does not fit all. Instructional Design in Context

E-Learning systems could be considered a key piece within the mechanisms of internationalisation. In the last two decades, intensive debate on eLearning models have led to support collaborative learning in international learning communities, with strong emphasis in “conversational models” (Laurillard, 2003), instead of activities of “learning resources delivery”. Nevertheless, the different social contexts dialoguing through international virtual learning environments, will require analysis of specific methodologies of instructional design that can be aligned to human development needs, cultural and economic realities of reference. Too frequently e-learning, stimulates implementation through “borrowing/lending best practices" , in a logic that many times resembles the hegemonic view of “center-periphery” transfer of knowledge. These facts create the space for reflection on “tailored” instructional design, that introduces technologies adhering to communicational and cultural profiles, in order to generate unique learning cultures. In this paper, a model of analysis of instructional design is introduced, in order to support the above mentioned position; a further supposition to introduce this model of analysis is that tailored instructional design will support inclusive learning cultures, with higher impact on educational and social needs