Context: We have experienced the use of a domain specific language sometimes makes it difficult to present domain knowledge to a group or an individual that has limited or different knowledge about the specific domain, and where the presenter and the audience do not have sufficient insight into each other's contexts. In order to create an environment w here knowledge transfer can exists it is vital to understand how the roles are shifting during the interaction between the participants. In an educational environment Teaching and Learning Activities (TLA) could, in ideal situations, be invented during the design of the curriculum. This might not be the case when interacting with practitioners or students from diverse fields. This situation requires a method to find TLAs for the specific situation. For the domain knowledge to be useful for learners it has to be connected to the context/domain where the learners are active. In this paper we combine a spiral learning process with constructive alignment, which resulted in a teaching and learning spiral process. The outcome of the teach - ing and learning spiral process is to provide the knowledge of using the introduced domain knowledge in a context/domain where the learners are active.

Objective: The aim with this work is to present guidelines that will contribute to a more effective knowledge creation process in heterogeneous groups, both in an educational environment and in interaction with different groups of practitioners in society.

Method: We conducted a case study using observations and surveys.

Results: The results from our case study support a positive effect on the learning outcomes when adopting this methodology. The learning outcome is to gain deeper understanding of the introduced domain knowledge and being able to dis - cuss how the new domain knowledge can be integrated to the learners own context.

Conclusions: We have formulated guidelines for how to use the teaching and learning spiral process in an effective and efficient way.