264 Copyright © 2023, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 14 DOI: 10.4018/978-1-6684-5124-3.ch014 ABSTRACT The development of the digital environment and the global network has created opportunities for learn- ing that we are just beginning to explore. Two key features of this recent development are collaborative intelligence and ubiquitous learning. That way this chapter sets out to explore two situated practices with the common ground scholar. The authors begin by telling how this cybersocial learning environment has changed the way we see and understand education, our students, and how this changes our teaching identity. They go on to recover some historical background of our educational systems and then situate the ways they are implementing CGScholar. A consequence of this two autoetnography perspective is to generate insights and refections on possibilities of use of this particular digital technology for education. INTRODUCTION This work began to take shape during the live sections of some courses in the Learning Design and Lead- ership (LDL) doctoral program at the University of Illinois. Based on our interactions in the classes, we created a research agenda and started to meet once a week to explore the ideas that are contained in this chapter. In these meetings, we started to talk about our experiences with CGScholar, our difficulties, and our successes. By way of introduction, Rodrigo is a visiting scholar teaching assistant within the LDL program, a technology integrator at a Brazilian K-12 school, and teaches blended course methodology Creating Communities of Learners: Education Without Frontiers Rodrigo Abrantes da Silva https://orcid.org/0000-0002-6631-8017 University of São Paulo, Brazil Jen Story Whiting University of Illinois at Urbana-Champaign, USA