The learning sciences distinguish itself as a field within education researchby their attention to how insights about the cognitive and socioculturalnature of thinking and learning can be applied to the design of learningenvironments. As a learning scientist, an artist, and a digital mediascholar, I am drawn to questions of how to design spaces for young people sothat they can participate successfully in media arts–based productionactivities. I call these participatory media spaces, anextension of Jenkins, Purushotma, Clinton, Weigel, and Robison’s(2007) framing of digital spaces for artistic production and civicengagement as participatory cultures. The rhetorical shiftfrom participatory cultures to participatory media spaces means changing ourfocus from documenting what happens in these spaces and how peopleparticipate to insights about how to design learning environments withspecific learning goals in mind. While prior work has focused on what peoplelearn from their engagement in participatory cultures (Gee, 2007; Ito etal., 2010; Jenkins et al., 2007), I consider design from the perspective ofintentional learning. There is no doubt that learning happens as a result ofengagement in participatory cultures. Learning happens no matter what we do(Wenger, 1998). However, learning something is an entirelydifferent matter. In this chapter I shift the focus from an understanding oflearning in participatory media spaces to how to design participatory mediaspaces so that young people can engage successfully in artistic productionprocesses.