by clicking here. It is a 9.9 Mb file and will take some time to download

egard because they can enable formal knowledge generators to transfer that knowledge morequickly and efficiently than in traditional dissemination strategies. Indeed, the development ofthe network may, of itself, be the locus of further knowledge generation moments.Of relevance to this study is the location of myself at the heart of each of theoverlapping/interlocking networks that have been described in this section. The theoreticallyimbuedIMs indicate variously how my participation, however peripheral, in recreational,practice, professional and academic networks has been instrumental in the development of thisthesis. In order to show this in more detail I have developed a Venn Diagram modelled on theAdair's three-circle model first written about in Action-Centred Leadership (Adair, 1973 or2002). He looked at effectiveness in teams and his use of Venn diagrams was transferred to thedomain of leadership education. His model might be presented as that at figure 25.As a military man, Adair’s interest was inhow to make effective combat teams readyfor action in ‘theatre’. His notion was that thesum of the parts was greater than theindividual strengths of any particular memberFigure 25: Adair's 'zone of optimal effectiveness'of the team and that all teams were at theirmost effective when they had a specific taskto achieve.Having acknowledged the provenance of the term, it is necessary to move on since this study isnot specifically within the field of educational leadership and management or military strategy.It is, however, about how effective learning is mediated by technology in the learning journeysof many professional educators. The use of a diagram such as this has helped me to structure myreflections since it enables me to indicate the complexity of the challenge and to model the252Simon Hughes Ph.D. Thesis (October 2012)