This paper argues that the predominant institutional landscapes of technological tools and services in higher education are built on a set of assumptions that are derived from teaching and studying practices focusing almost exclusively on domain-specific, codified knowledge and skills. The requirements for the acquisition and enhancement of domain-transcending competencies for acting in increasingly distributed, mediated and networked environments are largely ignored. This predominant institutional approach to technology support of teaching and studying contrasts sharply with the emergence of decentralised, loosely-coupled tools and services that provide a growing number of individuals with powerful means to augment a variety of activities and practices outside of institutional boundaries. Furthermore, it is argued that institutional technology support could be (re-)organised to enable all participants to move rather freely between formal and informal contexts without being forced to constantly adapt to new sets of tools and services.

Leider ist die ursprünglich im Biblionetz erfasste URL eines Volltextes seit mehr als sechs Monaten nicht mehr gültig (Fehlermeldung 404) und wurde deshalb gelöscht. Es ist mir nicht bekannt, ob das Dokument unter einer anderen Adresse noch frei auf dem Internet verfügbar ist.