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There is something quite powerful about the visual images that are collected during a lifetime. Iwas very glad that I borrowed a digital camera from the university for this trip as it doesreinforce the fact that I was there. I carry some memories as mental images but the albeit smallnumber of pictures that came back with me on 'floppy disks' do help keep the memories alive.Again, it is interesting to reflect on how technology has changed since then. That camera hadabout enough battery life for fifty pictures and I was only able to charge it once and that was atMassey University in the ICT department where they had a collection of chargers. Compare thatwith the tiny batteries that are in modern cameras which can sustain the capture of hundreds ofphotos that are stored on media a fraction of the size of the disks I carried with me. By the timeI went to ICCE 2005 in Singapore, I was dependent solely on the camera on my XDA II but stillfilled up all the solid state memory with images that I have used in professional contexts eversince.ActionsThe diagram I constructed in Takapuna (see pp 334 and 335) is evidence of direct action that Itook as an outcome of the reflexive process in which I engaged at the time. It stands as agenuine artefact of a piece of auto/pedagogic work. The iterative nature of the hand-drawnversion (classically in the style of a 'bag of a fag packet' drawing) followed by its tidying into a.ppt slide is indicative of the thought processes I was going through at the time. As can be seen,I was constantly trying to apply learning I was acquiring by the minute into professional settingswhere I would one day be leading the learning. It is not an arrogant claim to say that much ofthis thinking made its way into the policies, procedures and practices we set up for iteach andsome of which are still in train in the new release of that programme: (seehttp://hiberniacollege.com/schoolofeducation/hibernia-college-uk/)208Simon Hughes Ph.D. Thesis (October 2012)
ImpactThe impact on me of this trip is incalculable. In practical terms it spawned two pieces of directwork: A CPD report for the University as an output of a funded process of professional learning;and a conference workshop which I delivered to the Faculty's annual conference in February2003 54 . Much of what I was writing at the time focused on N-Learning, a term I learned fromPolsani (2002, 1). It was short step from that to the metaphor of ilearning that I started to writeabout and led to the invited presentation on iPD that I gave to UCET in 2006. Both Jones (2006)and Isaacson (2011) confirm that 'while I was touring' Jobs and Co. were launching the iPod.That really is synergy."'We knew how cool it was, because we knew how badly we each wanted one personally.And the concept became so beautifully simple: a thousand songs in your pocket.'" (Jobs,cited in Isaacson, 2001 p.390)Although written some ten years later, this quotation cites Jobs from around the time I was inNew Zealand and above all, though the term is inappropriate for someone of my age to use, whatI saw at ICCE 2002 was 'cool' and I knew instinctively that this was what I wanted learning to belike, for children, certainly but also for teachers. As well as having a thousand songs in mypocket, I realized standing there in North Harbour Stadium in Auckland that technology wouldnow allow people to carry all they needed for career development learning in their pockets. Itwas here that a Japanese delegate lent me his laptop so I could connect over wireless to my e-mail. It was on the road trip that I spoke with my family by cell 'phone 12,000 miles away bythe power of satellite technology and realized that the physical world was getting smaller ininverse proportion to the expansion of the learning world. All one needed was a node on thenetwork and that, with apologies for the emphasis, one could carry in one's pocket.54 I called this workshp Hakas Huka, Holism (Hughes, 2003)209Simon Hughes Ph.D. Thesis (October 2012)
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University of WolverhamptonTowardsa
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ContentsAbstract...................
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Chapter :5 Conclusions.............
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Figure 27: Ns in equal proportion .
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Glossary of AbbreviationsCommonly o
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career path. Such moments have been
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to teacher's professional learning,
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made 2 frontiers, traditional, ideo
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professional learning was shaped by
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“It [education] would seem to tak
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postdisciplinarity have not necessa
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ut with its roots as far back as Da
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“Who doesn’t spend time trying
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Chapter 2: Underpinning literatureT
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Rationale for selecting Epistemolog
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It is not the purpose of this study
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acquired inductively will argue tha
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lecture hall with an expert operato
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occurring in these moments is a shi
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2. Knowledge accumulated by profess
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(Goodson and Mangan, 1991) whether
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2.2.1 Historico-philosophical appro
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potentiality to change the circumst
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2.2.2 Buddhist approaches to the
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2.2.3 Scientific approaches to the
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eactions, or paying homage to share
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Green goes on to state that the rem
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2.2.4 Spiritual approaches to the
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oth soul and body in hell”) or to
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2.2.5 Post-modern approaches to the
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ehaviours that bring personal fulfi
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of the self. The notion of developm
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teacher selves in the phenomena of
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existence of an ‘alter ego’ for
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This model and theoretical perspect
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A contextualised approach to the ph
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2.2x: Relevant Insights derived fro
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may enable me to limit the number o
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It is important to read this diagra
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Freire (1972) would argue for the m
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Polsani's accidental intervention i
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y other adults including their pare
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2.3.0 Reframing the literature revi
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the sounds of Varese were 'mashed u
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2.3 Relevant Literature about (Info
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stables, the people who curried hor
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Examining texts written around the
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technologies, placed them. Most wou
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Lynch makes these observations in a
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Kirkpatrick (2010) verifies this hi
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Figure 8: Facebook image 2Noteworth
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Robinson's statement above is a nea
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there are an increasing number of l
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2.3.2: Accounts of the impact on pe
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This resonates with my experience o
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technologists who argue that the pu
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It was at a conference in Oxford th
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From the abstract to the directly r
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In essence it appears as if Halpin
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2.4: Liberation technology and prof
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2.5 Approaches to Professional Lear
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correlation between the promulgatio
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The key point to be made here is th
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own knowledge'. Frequently now I wo
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2.6: Auto/pedagogyAn Emerging Frame
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more established method to explore
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Reflexivity and dialogicsIn keeping
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‘tomorrow’ might be designed fo
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themes of the study and how it rela
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From these words I take validation
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experiencing, this might have been
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In one sense, I have taken this thi
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The intention is to take an approac
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auto/biography. The term auto/biogr
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would be necessarily noematic, but
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As an RE specialist the use of stor
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3.1.4: Auto/biographyAutobiography
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context/situation and action. These
Page 157 and 158: The diagram in figure 15 has been d
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Page 161 and 162: integrate expertise to satisfy a no
Page 163 and 164: advocated by Whitehead and McNiff (
Page 165 and 166: Critically, the diagram points to t
Page 167 and 168: A further reason why I settled on t
Page 169 and 170: 3.1.7: Why ‘Illustrative Moments
Page 171 and 172: 3.1.8: How will this auto/biographi
Page 173 and 174: 1986) has made a substantial fortun
Page 175 and 176: My first pass of each IM against th
Page 177 and 178: 3.2: The relationship of my epistem
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Page 181 and 182: In this metaphorical presentation t
Page 183 and 184: 3.3 A narrative account of the meth
Page 185 and 186: eaders/audience to draw for themsel
Page 187 and 188: The table above was constructed at
Page 189 and 190: Chapter 4: An auto/biographic analy
Page 191 and 192: vertical approach enunciated in cha
Page 193 and 194: 4.1.1 Reflection on IM1Looking back
Page 195 and 196: Evidencing this is impossible since
Page 197 and 198: necessary and the resilience I have
Page 199 and 200: It is a fact that I benefited from
Page 201 and 202: than the cyclo-styled sheets we gav
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Page 205 and 206: 4.1.3 Reflection on IM3Professional
Page 207: • Chinese education• Chinese te
Page 211 and 212: 4.1.4 Reflection on IM4Re-reading t
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Page 215 and 216: As part of our initial contract wit
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Page 219 and 220: Figure 23: Fullan's 3 I's of Educat
Page 221 and 222: There are also 'bugs' in the domain
Page 223 and 224: from the concept of i n PD. That wa
Page 225 and 226: 4.2: Stage 2: Analytical reviews of
Page 227 and 228: AnalysisOn completing the re-readin
Page 229 and 230: 4.3.1: Analytical Reflection on IMs
Page 231 and 232: needed personal access to a compute
Page 233 and 234: there was a clear dialogic going on
Page 235 and 236: Looking back this was never more tr
Page 237 and 238: I did because my present employers
Page 239 and 240: 4.3.2: Analytical Reflection on IMs
Page 241 and 242: installing software, connecting per
Page 243 and 244: Theoretically, the most helpful met
Page 245 and 246: locations and the pupil community b
Page 247 and 248: In 2005, I contributed a paper to t
Page 249 and 250: they participate: family, friends,
Page 251 and 252: Social networking utilities such as
Page 253 and 254: dynamism of networks and the inter-
Page 255 and 256: describe as auto/pedagogy, ‘new-n
Page 257 and 258: 4.4: Stage 4 - Analysis by case stu
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
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4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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fill the gaps in their knowledge, s
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3) A new term, 'auto/pedagogy', whi
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Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
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Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
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315Simon Hughes Ph.D. Thesis (Octob
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Appendix 2 - IM1 - 1989 (A@t 1 )Con
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‘cyclostyled’ resources. In a s
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“miracles” on screen, trying to
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My enthusiastic adoption of the tec
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Appendix 3 - IM2 - 1996-1998In Janu
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I now had access to the greatest li
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having a computer on my desk with a
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School when we had been given a New
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Centuries with so-called ‘Silicon
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cost-effective. The point here very
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Frustrated by the tardiness of the
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the value of participating in the p
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the now ubiquitous handheld, mobile
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and that the adoption of the signif
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Appendix 7 - A codification of N-ne
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