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"Learning requires us to move beyond where we are now. We must move into unfamiliar,often uncomfortable domains. While we're learning we may even feel uneasy. Inhindsight we may see the experience as productive." (Conner et. al. ibid)Once I moved to Canterbury, and it was clear that RE-Net could make an ongoing contributionto the professional learning of teachers in training, I was able to access further support andguidance in this new field of activity. The TiTle Unit at CCCU – Technology in Teaching andLearning – had been established under the direction of Phil Poole, to provide technology supportfor those who wanted to develop work in online settings. My need to create materials quicklywas met by the tools that the TiTLe team were able to provide; tools like Html Assistant andPaint Shop Pro. A point of noteworthy reflection is pertinent here. At no stage did I availmyself of the many training courses that were available for these software packages. Rather, Icontinued to use an exploratory and heuristic approach to learn how to use these applications as Ifound that my learning ‘stuck’ more when I had practised ‘active experimentation’ (Kolb, 2005)rather than ‘reflective observation’ (Kolb, ibid). As Conner et. al. note,"Self-directed and risk-taking learners may forgo this step [learning in classroom contexts]and jump in without even knowing why." (Conner et. al., 1996 p. 17)All the while, I was applying strategies and techniques developed in the early days of mycomputing experience as shown in IM1. This I later called ilearning (see IM5) and for thepurposes of this study have identified the phenomenon as auto/pedagogy. Support for the notioncan be found in the words of Wenger et. al. (2010):"We see learning as an integral part of life. Sometimes it demands an effort; sometimes itis not even our goal. But it always involves who we are, what we do, who we seek toconnect with, and what we aspire to become." (Wenger et. al., 2010 p.4)This is further supported by Glaser’s take on experiential learning, when he says, “... all learninghas an experiential base.” (Glaser, 2002 p.14)234Simon Hughes Ph.D. Thesis (October 2012)