A Learning Community
Changing roles
Community Innovation
General Outcomes
Learning Community Guides
What Xploit offers
Xploitation and beyond

The Xploit Mission

Community Profile tool

Xploit in Evora Portugal

Community Guide Story Hungary

Community Guide Story Romania

Community Guide Story Catalonia

Community Guide Story Wales

Community Guide Story Italy

Creating new Public Spaces for Learning


A learning community can be driven by focusing on a special neighborhood, a specific sector or a special group of learners – with the perspective of widening the activities to the entire community at a later stage, or to function as a satellite for the larger community.

The sub-community approach is a genuine bottom-up approach, offering strong empowerment and involvement perspectives.
In many cases the first learning community steps are taken, not at community or city level, but at very local level: a neighborhood initiative, a migrant initiative, a sport initiative, or a small group of stakeholders carrying out highly focuses activities to meet the needs of a group of citizens (handicapped or young drop-outs for example).
This sub-community is by definition highly focused on its mission, but along the way new perspectives emerge: using the activity or the sub-community itself to address the community at large, or to create a new network around the initiative.
In special cases suburbs to big cities or satellite communities act as such sub-communities, as it is often not possible to address a metropolis at large.
In these cases both top-down and bottom-up approaches are needed to create learning communities or a learning city.
The challenge to such sub-communities is, of course, the “sub”: how do we get from “sub” to community?

The most important challenges to the “sub” approach might be:

  • To widen the scope of the initial mission and take the mission to a community level
  • To adjust the mentality from “super-local” to “community”
  • To maintain local values when going to community level
  • To link to similar sub-communities in the community, if possible
  • To establish the needed funding

 However, the sub-approach contains many valuable assets to learning communities:

  • A high level of direct involvement and inclusion
  • A high degree of free initiative
  • Transparency in all structures and initiatives
  • Highly visible impact and change, linked directly to needs and interests
  • Possibly a good balance of volunteering and professionalism

Maintaining strong learning community values when addressing the community at large

To take the limited original mission to a community level in a qualified way.
  Supporting materials
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