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3.1.6: The five illustrative momentsIt should be noted that along the x axis of the graph, in figure 16, are specific time zones whichcorrelate to the five illustrative moments that I wish to explore as the theory-building data for thethesis. During my fifteen month engagement with ‘transcendental phenomenology’ (Moustakas,1994 p. 26 see section 3.1.2), it occurred to me that there were five moments that have been mostinfluential in my professional learning journey. I have chosen to name them as:• “Can you use a computer?”• Invention & Development of network (RE-Net)@ St. Simon Stock• Rhizomic networks emerging from New Zealand experience• Content management in the TTRB• Discovery of iPDThere were many other candidate 'moments' that could have been chosen. Moreover some ofthese IMs (as set out in Appendices 1-6) contain even more granular 'instances' of illuminationor illustration. One of the reasons for trying to capture the chronology of this project graphically(i.e. figure 16) is to show the time-boundedness of the IMs. What I learned in each one has, ineffect, become a building block for those that came later. What I need to acknowledge here isthat the layers of learning derived from each IM was not limited by the time in which theyoccurred; rather their significance and meaning has evolved over time as I have re-visited themin memory looking for further insight and meaning.The four stage process of analysis by reflection that I have been through now has made merealise that these IMs were more elastic than static. They stretched back into my past to pullforward knowledge, skills and understanding but they are themselves dragged forward from timeto time as I wrestle with new technological challenges in my contemporary professional life.166Simon Hughes Ph.D. Thesis (October 2012)