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there was a clear dialogic going on at this time between me as the novice and people like SimonStanford - even the head teacher himself who volunteered some aspects of his expertise andexperience - , my sister-in-law, herself an IT trainer, and her husband both of whom were moreexpert than me.The second illustrative moment also points to an important need at the interlocution of mylearning and technology. I needed to learn and understand how to program in html in order tokeep pace with the expansion of RE-Net. Honesty dictates that I admit to wanting to keep upwith, if not ahead of, Bob. I was quite into hierarchy then. It became necessary also to learn tobe able to manipulate images so that pages could be decorated with graphics which reinforcedthe messages we wished to communicate textually. Early desktop publishing had allowed me toresize graphics using built-in crop tools. Working in html made it necessary to set file andplaceholder sizes in pixel widths or page-width percentages. Skills that had been developedaround data and file management were also honed in this context as the specificity ofprogramming conventions meant that a missing ‘dot’ could cause a whole page to crash. Someof this was learned by trial and error. Some, by the experts I consulted and, some, from themanual I bought for Bob to use. In noting this, I am indicating the different learning strategiesadopted and in so-doing acknowledge that the critical factor in the selection of the mostappropriate was me.Mapping the previous paragraph onto the framework set out in Conner et.al. (1996), I can seethat I was mixing the method between active learning (Conner et. al., 1996 pp. 16-17) and amore interactive mode - and by this they mean, with a human as the agent of learning (Conneret.al. p. 17). They write,233Simon Hughes Ph.D. Thesis (October 2012)