I would use the term “learning map”. Individual learning maps would network together to form a more holistic learning map at the community, class, etc. level. One of the key elements of a learning map is the inclusion of individual strengths, challenges, and interests (or perhaps expressed as needs, interests, and learning preferences) so that people who do not know each other can more easily form new connections. Self-organization is more likely (IMHO) when individuals gravitate to each other based on some potential and mutual benefit. A holistic learning map can facilitate this process.

Whatever you call it (i.e., learning map, social contract, etc.), in a “formal” educational context (e.g., a school, most communities where membership is determined by some proclaimed, common goal, any context where accreditation is expected, etc.), there will always remain a certain degree of coercion. But if handled well, this does not mean that there little room for differentiated instruction whereby learners are given choices in their own learning and are expected to take responsibility in what they do.