• Much learning can happen across peer networks that take place online. 
• A teacher will guide students to information and answer key questions as needed to support students learning and sharing. 
• Students are encouraged to seek their own information online and express/explain what they find. 
• Shared information often results around the formation of a connected community. 

• Internet enabled devices are becoming popular during face to face teaching and learning activities, giving students and teachers access to global resources, online tools and services and immediate feedback.
• Web 2.0 is most times seen as a hype term. Now, users use the Internet to produce web content in the form of text, images, audio and video. Users also consume content, through online services. 
• Genres of media tools and content frameworks such as blogs and wikis are now freely available as online resources and services, enabling individuals and groups to share and publish media, connected by links and ‘feeds’ that allow monitoring of the sources that interest us rather than rely solely on Internet searches by using alerts and notifications for the instant there is a change in the content.. 
• Internet use has escaped into our daily lives from the laboratory. Internet access therefore has implications for students and staff, the challenge is how to work and learn effectively in the environment which is ever changing and of which we find ourselves. (University of Salford Manchester, 2009)

• Competency can be understood in acquiring knowledge and skills,
• Capability is characterized by learner confidence in his or her competency 
• Showing the ability to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings. 
• Showing self-efficacy, in knowing how to learn and continuously reflect on the learning process;
• Aptly communicate and display teamwork skills, working well with others and being openly communicative
• Showing creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach
• Displaying positive values (Hase & Kenyon, 2000)

• The higher education environment stimulates learning through various systems and structures and these determine, when, how and what is learned; these systems can either promote or inhibit the choice of what is learned and what skills are developed. 
• Learning is an innate process and the desire to learn is an internal process controlled by the learners themselves, thus creating a personal ontological space. Consequently, within this personal ontological space, we learn from within ourselves and the teacher is viewed as a facilitator of learning. 
• When something new is learned, our “being”, that is the notion of who we are is changed, as a new space, anew mode of being is created, and a new space of learning is entered. New learning possibilities are created, and the student, if encouraged, is enabled to develop as an architect of learning, where learning is arranged around their activities and their real world experience rather than driven by pre-determined syllabi or curricula content, thus enabling what is to be learned, to be context specific, facilitating an authentic approach to learning. 
• The student then becomes a designer of learning, subsequently building an individual pattern of learning spaces and opportunities, drawing upon their own context related technological, community, societal, subject, and discipline knowledge and skills. 
• The learner creates their own pattern of ideas and experiences relevant to their own mind, being and learning, embracing a holistic, authentic approach to learning. 
• Key to this self-determined or heutagogical process of learning is the place of the learner—who is at the heart of the learning—and the learner drives what it is to be learned rather than the constraints of a prescribed syllabus or curriculum that works in partnership with the academic tutor/lecturer who acts as a facilitator of learning. 
• In this approach to learning the learner and their place in community and society becomes the fulcrum of learning. Distinctly, there is a philosophical shift away from Andragogy. Traditionally the learner in the learning process was often a passive recipient in the development of knowledge, where the lecturer/teacher adopted the role of knowledge expert who simply converted their knowledge, determining what was learned and how it was to be learned. 
  
  
• Suggestion of associated “epistemological risk”; of learners following their interests, learning what they want to learn and creating their own curriculum, students may end up with a “warped perspective or a skewed understanding of a field” [to be noted also, there is the risk -a beneficial outcome - that the skewed perspective of a field might lead to new developments in the field previously undiscovered].
• There is also a “practical risk”; the students may not have the practical skills to respond effectively to this learning approach, failing to develop and progress new skills. 
• The pedagogical risk is concerned with developing a “space-for-being” where the risk is “ontological” shaping the learner’s “being” and subsequently their personal identity.