Learning Designs (LDs) are used to describe, at the conceptual level, a learning experience in form of a teaching/learning process that is based on a particular pedagogical model. More precisely, LD defines which activities need to be performed by teachers and students, under which conditions and with what resources to enable students to achieve the intended learning objectives. This is a very new area of research, related to both educational theory and technology and consequently there are still many open research problems. One of them is identification of possible LD patterns that can be reused to create more examples of innovative teaching/learning activities. The main objective of this paper is to address this research problem for a particular type of learning design. More precisely, the paper will describe the process of identification and formal modeling of a LD pattern called process-driven collaborative editing. It will also illustrate how this pattern can be reused to generate more examples of innovative learning/teaching activities. The proposed approach is demonstrated by an example of the electronic-debate activity that can be used both in e-learning as well as the blended mode of teaching/learning.