 The term learner-generated context (LGC) is grounded in the premise that learning and teaching should not start with the embracing of new technologies, but rather that it is a matter of contextualising the learning first before supporting it with technology.The concept finds its roots in the affordances and potentials of a range of disruptive technologies and practice; web 2.0 and participative media, mobile learning, learning design and learning space design.It is also concerned with related issues in social interactions with technology around roles, expertise, knowledge, pedagogy, accreditation, power, participation and democracy.