Learning cannot be designed. Ultimately, it belongs to the realm of experience and practice. It follows the negotiation of meaning; it moves on its own terms. It slips through the cracks; it creates its own cracks. Learning happens, design or no design. And yet there are few more urgent tasks than to design social infrastructures that foster learning…Those who can understand the informal yet structured, experiential yet social, character of learning and can translate their insight into designs in the service of learning will be the architects of our tomorrow.
Etienne Wenger, Communities of practice: Learning, meaning, and identity, 1998, p. 225
