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computer-mediated conferencing (see e.g Salmon, 2000, 2002, Kearsley, 2000, Lave andWenger, 2008)"Just as a natural habitat reflects the learning of the species, a digital habitat is not just aconfiguration of technologies, but a dynamic, mutually-defining relationship that dependson the learning of the community. It reflects the practices that members have developed totake advantage of the technology available and thus experience this technology as a"place" for a community." (Lave and Wenger, 2008 p.38)ActionsThe most obvious output of this moment was the publication of the paper cited at the head ofthis reflection. I was challenged to write this into the strategy for professional learning acrossthe Faculty in my embedded role as Director of Learning and Teaching with ICT and I wasspurred on to provide needs-driven ICT training programmes. Arguably the most importantoutcome of this IM was the design, implementation and delivery of the iteach programme -significant because ultimately and ironically it brought about the end of my career as a practicingacademic.ImpactAgain, undocumented history might show that I first met Nick Breakwell in 2006. I have foundan e-mail from 24th March in that year which discusses his intention to work with me on thedevelopment of a programme. This was all happening co-terminously with IM5. In my mind,therefore, must have been the theoretical framework for teachers' CPD which, in the case ofiteach, was for pre-service training. The spiralling, dialogical and cyclical nature of myprofessional life meant inevitably that this framework was the foundation for the development ofthat programme.In essence all the prior learning came into effect at this time (N 2 ). The rationale for theprogramme, the modes of delivery and the assessment procedures were all in some way derived222Simon Hughes Ph.D. Thesis (October 2012)