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5. A mixed-economy of pedagogical agents is necessary for a truly profound learningexperience: I like my alliterative list of principles, paper, portals, peers, personal tutors asit makes the point that no one method or strategy is sufficient.6. There was utility in setting up a one-day show where, for example, colleagues couldexplore hard and software, meet technicians and seek wisdom and expertise from themand also examine learning and teaching strategies in a non-threatening and comfortableenvironment.7. That, in other parts of the world, a semester-based system for organising the calendar inuniversities was proving productive as education moved into the 21st Century8. It was considered appropriate, to put a sign on the door of an academic's office saying,"I'm teaching my online class", as a defence against administrators and bureaucrats fromthe old world who consider that teaching can only take place in a formal classroomsetting.It is this last point that had the most lasting effect on me and became a central tenet of all thatwe did on the iteach programme. A truly profound moment of learning which I acted on in aspirit of true dialogic, reflexive orthopraxy.In a paper (2008) entitled ‘Description of Methodology’, which I put together to clarify to theteam how I was to make sense of the research objects, I wrote that “the final stage of theresearch process will be therefore the analysis of the five IMs to explore their:• Coherence as a set of signifiers,• Patterns of similarity and difference,• Signification of underlying and enduring logic and,• Likelihood of replication in other contexts, settings or with other people.”271Simon Hughes Ph.D. Thesis (October 2012)