This article scopes the connections between the educational use of Web 2.0 technologies in social learning spaces, and the concept of individual self-efficacy. At issue is whether the individual learner can be empowered "both" in her/his engagement with a task based upon a perception that s/he will be successful "and" in taking action as a result. The key research focus is whether these web tools enhance personal, academic self-efficacy and subsequently individual agency. It is argued that the personal developments offered by these tools present opportunities for academics and learners to enhance their self-efficacy, to take action and to increase their capability for decision-making in the curriculum. The structuring of personalised and shared spaces in which individual users can come together to make decisions and act is a critical theme, and one which impacts participation. (Contains 2 tables.)