One avenue through which ubiquitous learning can take place is "community based" or "service" learning. The book Embedding Service Learning in European Higher Education: Developing a Culture of Civic Engagement gives evolving definitions of service learning. On pag 18, it defines service learning as

Service-learning is a form of experiential learning in which students receive academic credit for addressing human and community needs in a way that benefits both provider and recipient of the service. Service learning can be seen as a philosophy, a model, or a pedagogical tool ... Service learning is a way of thinking about education and learning (philosophy) with an accompanying teaching tool or strategy ( a pedegogy) that asks students to learn and develop through active participation in service activities to meet defined issues in community organizations. There is a reciprocity in the exchange between students and the community.

Many professional organizations include service learning as way to prove continued learning for the purpose of maintaining a professional credential. For example the LEED professional credentials for sustainable architects, building owners/operators, and urban planners, include Volunteering as one activity type that can be used to earn continuing education (CE) hours. 

One example of sevice learning that such professionals might engage in is the Green Apple Day of Service. A time when non-profit workers and local construction forms worked together to green local schools.

While this video focuses more on the "where we learn matters" message in relation to improving the quality of the classroom space, there is learning which happens amongst the construction and non-profit professionals about how to engage communities, advocate for green buildings, and carry out construction projects. 

Of course this is all still an analog experience done in the real world. What can take this into the e-learning realm are the online resources, and facebook communities through which volunteers can coordinate and learn best practices for developing projects.

It is worth noting that for the professional credential holders noted in this example (LEED), the total number of required hours that can be earned through service learning is limited to 50%. This is because service learning was seen as less rigorous than other more structured leaning environments. This perceived lack of rigor was not seen as being due to the ubiquitous nature of the learning, but rather to it's lack of structural connection to the pre-defined knowledge domains for this credential.

The book Embedding Service Learning in European Higher Education: Developing a Culture of Civic Engagement explores this further in it's discussion of the purple sphere on page 19. It describes how the structured classroom learning, and associated learning objectives may be seen as a "red sphere" or learning. The service learning and knoweldge gained here may be seen as a "blue sphere" The "blue sphere" of learning which occurs through a service activity may not support (or may even conflict) with the "red sphere" of learning objectives set up by the classroom learning envirnoment. It is only when  classroom learning supports the service activity by teaching relevant skills, AND the service activity helps learners apply concepts presented in the classroom that a "purple sphere" of combined knowledge developed and a true "service learning" experience has been created.