This poster reports from the initial steps of formulating a prescriptive design theory to support the development of scholastic/formal work-integrated e-learning systems. For this purpose a framework for authentic learning, developed andevaluated in a school setting and the eight components of design theories by Gregor and Jones has been used to guide two elearning activities in a work setting. Adapting authentic learning to a formal work-integrated e-learning context calls for a simplification of the framework where some elements of authentic learning become peripheral whereas others become more central. Copyright 2009 ACM.