Semantic e‐learning: synthesising fantasies

When the subject of scientific analysis is learning, the research needs to be anchored in various nonmonolithic pillars. Several disciplines require a common ground of convergence. An objective observer of the domain can easily conclude that semantic e‐learning brings together the three different worlds of learners, pedagogues and technologists. In this short concluding paper of the special issue, we criticise the monolithic approaches to technology‐enhanced learning. We argue that semantic e‐learning presents a critical research challenge to move towards extended openness, meaning exploitation and unforeseen learning opportunities for the global community. The concluding remark is a call for a new learning generation primer. Synthesizing fantasies is in fact an invitation to semantically define our commitment to collaborate and to agree on the technology‐enabled services that bring learning to the forefront. The promotion of the knowledge‐and‐learning‐society requires an integration of the demand and supply side of knowledge and learning.