Enabling environments focus on doing what’s enabled

Enacted experiences can bootstrap active participation in enabling environments

Memory augmentation can accelerate the unpleasant early stages of learning a subject

§Enabling environments, games, and the Primer

Designing new enabling environments can be framed as designing a University++

The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts

The Knowledge Society

# Novices in enabling environments often can’t do what’s enabled

New participants in an [[z492hGrHvRvJiEY9UfB4Mby:::Enabling environment]] may not immediately be able to do what it enables. The typical solution is an abstract introductory experience: explanatory guides, onboarding classes, background readings, etc. These supports can help new participants eventually access what an environment enables, but they’re not ideal: [[z2etsLyP1LJUwNDPCwvRdUG:::Enabling environments focus on doing what’s enabled]].

It’s often possible to improve an environment’s design to support more immediate participation (e.g. with [[zWSH2QNUsrTGP4V15JBaaEv:::Cognitive scaffolding]]). One powerful design approach: [[zKubRcJXKjiCDPsPgJWckkP:::Enacted experiences can bootstrap active participation in enabling environments]].

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