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libraries with ready access to real, virtual or educational networks that exist today. A small noteon N 4 -ness is relevant here. Everything we did at that time was experimental. Each day I wouldhear myself saying, "Wow, I can't believe I just did that... I wonder what would happen if I triedthis again here... Oh, wow, that's worked too." A simple illustration follows.Around that time, as a favour to a family member, I wrote a website for their business. I wantedto reflect the different colours of the product they were selling. I wondered how I could showthis in the text of the pages so I guessed at and added an html markup blue into the code and to my astonishment (sense of awe, wonder, magic, echoes ofNaughton, 2000), when I refreshed the page the selected text was indeed blue. I set aboutapplying this new-found knowledge everywhere in the text a colour was indicated, also applyingthe coders' key skill at the time, key strokes and .A further point to be made here is that the underpinning theoretical framework presented herewas the outcome of my reflexive processes and existed in an overtly-unarticulated form, that isin my imagination. Now it exists in writing and in diagrammatic form and is thus becomingmore publicly accessible but it remains theoretical and abstract as opposed to concrete andrealisable. Nor is it possible to ascribe to it at this stage any more significance than the researchobjects warrant. What they warrant is a way of constructing an approach to exploring a preexistingmoment of potential significance. Someone else might evaluate a critical incident fromtheir own learning journey against the framework asking if there was any evidence of needdriving learning, prior knowledge facilitating engagement with a wealth of resources,participation in relevant communities of professionalism or the application of new insights insimilar or totally different contexts. In that sense, they might begin to structure their reflectionsaround the Ns, as I have done.276Simon Hughes Ph.D. Thesis (October 2012)