Ubiquitous learning is a new educational paradigm made possible in part by the affordances ofdigital media. This paper sets out to explore the dimensions of this proposition. We can usenew technologies to do learn old things in old ways, but the learner’s relationship to knowledge and the processes of pedagogy have not changed in any significant way. Theemergence of ubiquitous computing creates new conditions for all working as educationprofessionals and learning as students. The key is not the logic or technical specifications ofthe machines. Rather it is the new ways in which meaning is created, stored, delivered andaccessed. In this paper, we suggest seven moves which are characteristic of ubiquitouslearning. Each explores and exploits the potentials of ubiquitous computing. None, however, isa pedagogical thought or social agenda that is new to the era of ubiquitous computing. Theonly difference today is that there is now no practical reason not to make each of these moves.The affordances are there, and if we can, perhaps we should. And when we do, we maydiscover that a new educational paradigm begins to emerge. And as new paradigms emerge,we might find they take a leading role on technological inn