The primary purpose of this chapter is to explain the framework that we have been developing to analyze learning networks and other complex examples of learning in situ (Goodyear and Carvalho 2013). We outline the evolution of the framework, and provide a rationale for its composition and use. Part of our argument is that more sophisticated methods of analysis are needed to represent the complexity of modern learning situations. We use some ideas from architecture, human-computer interaction, science and technology studies and a number of associated fi elds to analyze learning networks – including ideas about the relations between built forms (space, place, tools, artifacts, texts) and human activity.