Knowledge in SSLEs is perceived as belonging to, and distributed in, communities of practice or “environments of participation” in which the learner practices the patterns of inquiry and learning, and the use of shared resources is part of the preparation for membership in a particular community (Firdyiwek, 1999)

This level is also about using social software to foster learning by increasing or improving users’ capabilities for aggregating and incorporating vari-ous types of digital resources into the e-learning experience.