Building Digital Learning Architectures of Participation

This summative chapter outlines how practitioners, learners, managers, and various participants in education and policy might help build learning infrastructures. The authors try to identify who can lead on these processes and how they might do so. They hope to show what a transformed learner-centric education system could look like after consideration of the possibilities they have presented here. Technology has its greatest impact when its use is appropriate to context. Technology projects divorced from their organisational and community contexts solve technical problems and create unintended consequences for the wider organisation and their intended users, and architectures of participation are a means of dealing with such issues.