A Designs for Learning perspective, with its close attention to the setting and the materiality of communications, is well-suited for research closely connected to the actions taken by professionals and participants. This may be research on others, where the interest is to understand how learning is supported and/or limited in a certain context, while also considering the complexities of that context. There may also be research with others, where the emphasis is on mak-ing changes in practices while investigating these changes, where researchers, professionals, and other participants collaborate. In such collaborations profes-sionals may, for example, be working in schools as teachers and school leaders (i.e., in formal settings), or as staff working in semi-formal settings such as museums (see Chapter 8  by Insulander & Öhman in this volume). Here, we discuss both design research on others and with others, with specific attention given to ethical considerations and aspects. In this chapter we discuss ethical considerations, following the LDS model ( Figure 4.1 ) from left to right; starting with the setting, which is framed by the resources at hand, and the institutional norms and regulations. This section is followed by ethical considerations in relation to the transformation units where interactions take place in different kinds of situations, constituted by transformations within and transductions between modes (e.g., pictures, body movements, speech). After this we address ethical considerations concerning participants’ roles vis-à-vis a Designs for Learning framework.