The focus of all of this intense interchange was the shape and future of learning institutions. Our charge was to accept the challenge of an Information Age and acknowledge, at the conceptual as well as at the methodological level, the responsibilities of learning at an epistemic moment when learning itself is the most dramatic medium of that change. This is an idealistic claim about the primacy of learning that the single most important characteristic of the Future of classroom learning in a Digital Age is its capacity to allow for a worldwide community and its endlessly myriad subsets to exchange ideas, to learn from one another in a way not previously available. We contend that the future of learning institutions demands a deep, epistemological appreciation of the profundity of what the Internet offers humanity as a model of a learning institution.