Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one way to address this challenge, but a question remains around how to sustainably harness all the diverse knowledge required for effective design for digital learning. This paper proposes some initial design principles embodied in the idea of Context-Appropriate Scaffolding Assemblages (CASA) as one potential answer. These principles arose out of prior theory and work, contemporary digital learning practices and the early cycles of an Action Design Research process that developed two digital ensemble artefacts for 7 courses (units, subjects) and in less than a year been used in over 60 sites. Experience with this approach suggests it can successfully increase the level of design knowledge embedded in digital learning experiences, identify and address shortcomings with current practice, and have a positive impact on the quality of the learning environment.