Motivation -- Ubiquitous computing places the user in dynamic configurations of technology. As a result, learning in use has new complexities.Research approach -- We develop concepts to understand and design for learning in ubiquitous settings based on empirical examples and a foundation in activity theory.Findings/Design -- Specifically, we point to core concepts: Quality of an action; functional organs; and routines and strategies as being pivotal in analysing and designing for learning in ubiquitous settings.Research limitations/Implications -- The concepts will ultimately need to be evaluated in use by ourselves and othersOriginality/Value -- Our approach moves beyond understanding and designing one-off interfaces.Take away message -- We argue that by focusing on general, high-quality routines we can better support learning in dynamically changing webs of technology.