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This paper focus on the preconditions for life long learning in network learning environments.There is currently a large discrepancy between the design of technology enhanced learningsettings and actual use of technology, which can constrain the ability to deliver sustainable andefficient lifelong learning. Despite the flexibility within information and communication technologymost designed virtual environments are highly static in their function of supportingcommunication, coordination and collaboration. Further, many national ICT-initiatives in schoolsand universities have had little impact of educational practices.The paper investigates in methods for understanding aspects of interactions and practicesamong different actors in virtual learning settings. Concretely, the objective has been tounderstand what strategies/practices people use to manage collaboration in technologyenhanced learning settings. As a consequence it is of importance to study the affordances ofvarious information technologies and how different actors handle it. Affordances is hereregarded as pre-condition for virtual learning settings which give the designer an understandingof the space of opportunities technical artefacts has in a curtain environments. Technologyaffordance has its origin from Gibson (1986) but has been elaborated within a cognitivistapproach (Norman 1988) and activity theory approach (Berentsen and Trettvik 2002) The paperuses an ethnographical approach observing teachers and students interacting in networkedlearning environments. Specifically, the relationship between artefacts, users and environmenthas been observed by focusing on breakdowns in interaction and coordination. The resultsshow that current work practices/experiences and ways of interacting with technology influencethe space of opportunities in the learning setting.