The aim of this chapter is to contribute to a widened and at the same time sensitized concept of didactics, illustrated by three cases that we mirror against traditional didactic triangle models. We describe assemblages of actors, both human and non-human (Latour, 2007), involved in these three specific teaching situations, how they perform and what effects they have. These cases are not presented as being representative of something larger, or as something that fits easily into comparisons, with corresponding or equivalent entities in other countries or other practices, but rather as phenomena in their own right, which nonetheless can provide more sensitized comparative research: “as incitement to ask questions about difference and similarity, about what alters in moving from one place to another” (Law and Mol 2002, p. 16). Whereas comparative research usually makes use of context as having explanatory features, our analytical focus is on the details of the assembled didactic situations, on the actors and effects of their relationships. We see didactics as a relational and situated endeavor. However, even if the actors and relations within one didactic situation does not mean the same in other situations, this approach can offer comparative insights about what assemblages that become possible and the different effects that different assemblages have and what contexts can be created from there.