In addition, this body of literature has also yielded some pro-autonomy features in ped- agogical and system design. These features include but are not limited to (a) using tech- nology to support experimentation and reflection as well as social interaction to enable learners to create artefacts or learning experiences that are personally meaningful, (b) creating learning experience that emulates students’ daily-life experiences and matching the selection and use of technological resources to support the experience, and (c) encouraging “flexible pedagogical practices” that evolve along with the coevolu- tion of the technological tools and learners’ use of the tools