Discussion of the somewhat ambiguous nature of learning by "browsing" (cf. 4.2.1) - is it really a learning experience? - raises the question as to the definition of generally accepted boundaries to learning. In the context of life-long learning, these boundaries would be considerably extended to include informal types of learning[22]. This in turn raises the question as to the appropriateness of a formalised educational approach in such cases. In the provision of Web-based information about new products for the sales force (cf. 4.2.1), for example, to what extent would a pedagogical approach to the mediation of content improve the efficiency of its use? And should that be the case, how would such a "learning orientation" be communicated to those preparing information?
[22] See the European Commission's White Paper on Education and Training Teaching and Learning. Towards the Learning Society, or the Green Paper on Innovation. See also various documents of the OECD Education Committee about questions related to life-long learning.