Fenwick et al. contend that ‘[c]yberspaces are not therefore merely a new educational tool, but can spatially reconfigure the forms of knowing, sociality and subjectivity enacted through educational (en)counters’ (2011, p157). Distributed or aggregated educational spaces are not simply better or worse for learning. They qualitatively change the space in ways shaped by digital systems, through procedures that are irreducible to human intention or agency. The implications for education are that many social media and web services, as well as MOOC platforms such as Coursera, are being controlled, not by educators, but by large multinational for-profit companies. (Knox, J., 2014)