The planning and implementation of collaborative learning is perceived by teachers as demanding and time-consuming. In addition to individual learners, groups must be taken into account - with their group dynamics, demands on group coordination, and group experiences. Our aim is to develop a framework for the instructional design of collaborative learning in computer science to support a systematic evidence-based implementation. In the article, we describe a work in progress framework, encompassing didactic analyses and decision fields, which are relevant for the planning phase. We provide recommendations for actions based on the results of empirical studies as well as a short teaching vignette to illustrate application in practice.