Fischer & Sugimoto (2006) state that, given the power of innovative technologies and increasing levels of technological fluency, new media and new technology can do far more for individuals than deliver predigested information; they can provide the opportunity and resources for engaging in meaningful activity, for participating in social debate and discussion, for creating shared understanding among stakeholders, and for framing and solving authentic problems.  Based on this perspective, Fischer & Sugimoto formulated the the following list of requirements for sociotechnical environments in support of self-directed learning and learning communities:

• Users, not the system, set most of the goals.
• The vocabulary, tools, functions, and practices supported by the system come from the working environment, where they are natural and appropriate.
• The mode of operation emphasizes learning from breakdowns and from fulfilling commitments.
• Tools must appear directly relevant to help with the problem at hand; they must not generate further breakdowns.
• Although learning environments may have some built-in expertise, users will find most expert knowledge by locating other people who have that knowledge.

As you move through the various pages in this section, ask yourself if these requirements are met in the various examples of technologies that are presented.