The paper defines a learning design methodology and the related strategies in which the activities are planned in order to move the discursive interactions to the center of the process and to adjust and transform the educative methods according to the online educational context. Peer discussion and negotiation are the core activities proposed to obtain conceptual change in online learning. We aim to investigate the methodology’s effectiveness in different knowledge domains. We show the results of the experiences conducted adopting this methodology in the following courses at the University of Macerata: Child Observation in School Context Workshop (academic years 2006-07); Developmental Psychology Course (academic years 2005-06); Educational Psychology Course (academic years 2006-07). As general outcomes, the experiences allow us to outline a set of guidelines and a model useful to plan and organize online learning activities.