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Of greater relevance for the thesis was the very clear understanding among ‘western’academics 69 of the changes to pedagogy and andragogy being wrought by advances intechnology.At that time, in the evolution of technology in education, research was being presented about:• the nature of automated pedagogical agents,• software clients that could facilitate e-learning,• knowledge generation, acquisition and transfer in e-enabled settings,• the outcomes of programmes delivered ‘online’In my professional judgement this was the very community I needed to visit in order to gain theknowledge required to deliver on the E-China initiative.KnowledgeElsewhere in this study, I have expressed the opinion that a self can only make progress inlearning if it has some prior knowledge on which to draw, including that derived fromexperience. Developments in pedagogy tend to be evolutionary rather than revolutionary astheorists apply learning derived in one set of experiences to new or emerging contexts (e.g. thevarious subsets of constructivist pedagogy). I was already aware of the central tenets of e-learning through background reading (e.g. Salmon 2000, 2002; Kearsley 2000; Poole et. al.1998) and was thus able to identify which communities it would be worth accessing. In lookingfor support for the E-China project, I was able to apply meta-cognitive principles to the keywords inserted into search engines. Moreover, on arrival at the conference, I was able to selectappropriately the papers and presentations which were most likely to be of interest or whose69 By this I mean those from the UK, the USA and Canada and from mainland Europe261Simon Hughes Ph.D. Thesis (October 2012)