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theory begins to build. I found that analysing the objects horizontally, as suggested by themethod, began to show that there were points of similarity between my IMs. For example, inevery case, I had benefited from the intervention of a human pedagogical agent: Simon Stanford,Bob Bowie, Pithamber Polsani, Phil Sheffield and, tangentially, Tim Tatham. Or that, in eachcase, there had been an unexpected, immediate spin-off: I had learned to compute large numbersof exam percentages, I had developed a website for a family member, I had presented a paper ineducgk 23/6/12 20:31Deleted:Singapore (Blamires and Hughes, 2005) and had one delivered in China (Hughes, 2006), I hadfounded RE-Net on the back of the TTRB technology and I had developed the iteachprogramme.Having been through the auto/biographic analysis of those moments, I am now convinced theyprovide substantial evidence of an emerging framework for professional learning. In every case,I had a demonstrable need to learn something; I was dependent on prior knowledge, if only tokickstart the new learning process, I did learn from pedagogical agents, both human andtechnologised by engaging in both face-to-face and online collaborative activities and in everyeducgk 23/6/12 20:31Deleted:case - such as the unexpected ones cited above - I applied newly-acquired learning in differentcontexts and settings. Theoretically, the resonances between the IMs, even though some of themwere separated by a distance of nearly twenty years indicates a coherence and correspondence onwhich a substantial case could be made.That case was set out as an hypothesis in section 2.2x. From the perspective of the 'other side' ofthe research process I want to now convert hypothesis into a theory buttressed by the dataderived from it.266Simon Hughes Ph.D. Thesis (October 2012)