The idea that students need to take control of their learning pervades many progressive approaches to learning such as active learning, learner-centered learning, self-directed learning (Hase and Kenyon, 2000), and entrepreneurial learning (Senges et al., 2008). It also encompasses approaches that focus on how to motivate learners, capture their natural interest and curiosity, and use materials relevant to a learner'. experience and needs, such as situated learning, apprenticeship models of learning and recognition of indigenous knowledge (e.g. Gee, 2003; Senges et al., 2008). However, it isn't until we come to e-learning, that is, learning on and with web-based methods and information, that the novice learner has the potential to be freed from authorities who control the content, method and delivery of information. As new online practices are developed, and new areas of interest emerge, the contemporary e-learner is always deriving new methods for learning, from surfing the web, to developing game-playing rules' to constructing discussion in an online forum. They can be learning on their own, but are list as likely to be learning in concert with other novices as individuals come together to form communities of practice and inquiry.