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predicated on ‘doing as thinking’. This insight was pre-figured by Conner et.al. (1996 p. 30)who asserted, as seen earlier, that “without minds there would be no knowledge” Conner et.al.ibid). Leask (2010) argues that so-called Web 2.0 technologies enable this very activity.“Online networks which encourage collaboration can deliberately build next practice onthe foundation of yesterday’s knowledge and incorporate tacit knowledge in thecollaborative creation, sharing and testing of new knowledge.In evaluations of CPD programmes, teachers often cite ‘coffee break’ conversations asbeing particularly helpful – these professional conversations are an example of ‘tacit’knowledge sharing.” (Leask 2010, p. 9)Two things are noteworthy here. Leask endorses my assertion that in 21 st Century learninghuman and technological networks merge and become one and the same thing. Secondly, aconversation is de facto not tacit. Tacit means ‘to be silent’ and therefore, unless Leask is usingthe term as an adaptation of Polanyi’s notion of ‘tacit knowledge being more than we have thecapacity to tell’ (Polanyi, 1961), what she means is rather ‘implicit’, ‘accidental’, ‘informal’ orspontaneous knowledge transfer. By way of illustration, it was in googling ‘tacit’ to find anaccurate definition of its meaning from inside the music notation tradition or from some othersource, that I stumbled on those who have written about Polanyi’s concept of ‘tacit’ knowledge(e.g. Jha, 1998). The point being, that human or technological networks may possess moreinformation than they can tell, but it is through social interaction (communication), orperformance that knowledge is seen or heard to exist. A network simply cannot be silent. 10seconds in a network hub and switching room will convince anybody of the ‘noise’ that isnecessary to make the internet work. Naughton captures this brilliantly:"But switch the power on and something amazing happens. The machine comes to life!The disk drive begins to whir, the screen shows signs of activity, noises emerge from thespeakers. Eventually Windows '95 appears, with lots of little icons, ready to be clicked on,ready to go. Somehow, an inert object has been transformed into a powerful machinewhich can solve complex equations, track huge budgets, find - in seconds - a single wordin a haystack of half a million documents, build an index to a 120,000 word doctoraldissertation or do a thousand other things." (Naughton, 2000 p. 13)250Simon Hughes Ph.D. Thesis (October 2012)