This paper explores learning experience design as an iterative, reflective, and inclusive praxis through the development and application of the African Abacus, a visual taxonomy designed to map and evaluate inclusive learning design processes. Responding to gaps in the literature on collaborative reflection within non-formal learning contexts in the Global South, the study examines how multidisciplinary design teams conceptualised and created online short courses for a newly established architecture school in South Africa. Anchored in Freirean praxis and ecosystem-of-learning theory, the research adopts an autoethnographic approach in which seven contributors reflected on their roles, decisions, and projected student experiences. Through this process, the African Abacus emerged as both an analytic and generative tool that visualises inclusion across spatial, social, and temporal dimensions. The findings highlight how designer positionalities, working contexts, and collaborative practices shape inclusive learning experiences. The study contributes a transferable framework for fostering reflective dialogue, shared vocabulary, and contextual responsiveness in learning experience design, offering pathways toward more equitable and sustainable futures in architectural education and beyond.