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4.5 Summative reflections to chapter 4“I think I may have full meta-cognitive overload! Am becoming increasingly conscious ofmore fields of study: Meta-cognition, Artificial Intelligence and ‘Agent’ work, among afew” (Extract from New Zealand Journal See Appendix 1. pp. 324-325)The above quotation signifies my state of mind at the end of the ICCE 2002 conference. Itshows that this had been both a profound learning experience and also the start of a transitionagenda for the next stage of my career. This would be the 'now what' of reflective practice asidentified by Rolfe et. al. (2001) cited in Jasper (2003, p. 103) and conforms to the 'Actionorientedlevel of reflection' noted there. This is because from that moment on I began to look forways to embed the insights gained to change practice across the Faculty back at CCCU. I startedto apply the lessons learned in strategic and operational contexts, like, for example, theestablishment of a Faculty-wide Remote and Mobile Working committee. I reflected that theway to embed change was to institutionalise the operational in much the same way as Fullan(1990) had indicated.I would argue that my reflections in appendices 2-6 conform to Rolfe et al.'s 'What', given thedescriptive nature of the reflections set out in a-e@t 1 in the second stage of my process. Thateducgk 23/6/12 20:30Deleted: .activity helped to confirm, however, that the selected IMs did have similar characteristics andthat in a simplistic sense, each of the Ns were, in the due proportions described earlier, present.This was something of a relief and contributed to the growing sense that I might be ontosomething.Similarly, it is possible to map the findings of the third stage of my reflexive process to the 'Sowhat' approach adopted by Rolfe et al. in the 'Theory and knowledge building level of reflection'(see Jasper 2003 p. 101). I argue this, because in their model, this is the stage at where theeducgk 23/6/12 20:30Deleted: .265Simon Hughes Ph.D. Thesis (October 2012)