This report sums up the main features of these territories, the commonalities and differences emerged and provides recommendations on policy, research and practice as well as a proposal for indicators to measure the development of e-learning in the territory. The territories are:
− Individual development through e-Learning is centred at ‘home learning’ as a whole, ranging from education to training related activities, together with any other technology-enhanced learning activities not necessarily mediated by formal E&T institutions.
− (Non-professional) learning communities are communities organised by individuals or groups of people to meet, share and learn about a specific subject. The learning taking place is non-formal, in the sense that it is not mediated by a teaching institution. The community explicitly perceived and agreed that their interaction leads to learning. Learning taking place in these communities might contribute to the development of skills and competences for the workplace, but also for private and social life.
− Communities generating learning as side effect do not foresee learning as their main objective. Establishing a relationship to other members of these communities is prompted first and foremost by a common interest or common value commitment resulting from either geographical or intellectual proximity, demographic similarity, common hobbies, belonging to the same NGO or charity, to name a few. These communities may take the form of popular chat rooms, blogs, fora where informal learning takes place.