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The relevance of this thinking to the overall project seems to be the need for the benefits ofeducational technological innovation to be tied to the needs of learners and learning facilitators.The relevance of the model to the study is the demonstrably cyclical and spiralling nature of theprocess whereby innovation, implementation and institutionalisation are constant andinterdependent. Each new institutionalisation may well require a re-innovation for the newcontext. This will require new implementation and in the process the organisation may need tore-learn the attenuated model or method. Take, for example, a managed learning environment(MLE). Each iteration of the MLE (e.g. Moodle, Fronter, SIMS Learning Gateway, orBlackboard) for each new instance will need to be 'badged' to the institution. Each new releasewill need re-institutionalising for the revised context and change processes may need to be rejoinedwith members of the organisation. In technological terms, this is facilitated by formal andregular use of feedback loops.Ignoring the criticality of feedback loops (see Waldrop, 1992 or Stacey, 1994) is perilous fororganisations. Since change is incremental and evolutionary. It is the incremental or 'iterative'nature of software design, implementation and delivery that in some ways is the greatest gift oftechnology to the human project."That's why the old saw [sic] about computers only doing what their programmers tellthem to do is both perfectly true and virtually irrelevant; any piece of code that's complexenough to be interesting will always surprise its programmers. That's why any decentsoftware package has to be endlessly tested and debugged before it is released - and that'swhy the users always discover very quickly that the debugging was never quite perfect."(Waldrop, 1992 p. 282)In my view, education technologies would be better if teachers were involved in all phases oftheir development from initial design through to debugging.220Simon Hughes Ph.D. Thesis (October 2012)