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The research question that we address in this paper is: how is individual design expertise learned so that it is sufficiently recognisable and intelligible to other designers so that small groups can coordinate their activity in joint work? We inform this question with an analysis of an episode between an expert product designer and a student within a formal design critique in an educational setting. Our analysis is guided by three key analytic commitments. The first treats the expert and student as actors in a  joint  task. The second takes  attention  as the task to which they are jointly committed. And the third uses Vygotsky’s learning principle that the joint activity of an individual with a more experienced other establishes a  social relation  between them available for future appropriation by the less experienced participant. Our analysis shows how the expert and student together (re)produce an instance of the expert’s attentional skill, making visible and audible an important means by which culturally shared practice can move between expert and student designers.

Bridging the gap between the individual and the group: the education of attention in design