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Alternatively, someone buying into the concept might start to design learning programmesaround the framework. They might structure formal episodes to meet identified needs, build onprior experiences or knowledge, provide access to appropriate networks or insist that learningwas tried out in new or different contexts. We did this with iteach, insisting that the chemistsused easily accessible household products, to design and build experiments that children could'do at home'.Having played now reflexively with the proportionality of the framework, I have developingconfidence about its rectitude and relevance. It does appear as though there is coherence in theNs as a set of signifiers for some factors that in combination contribute to professional learningin the 21st Century.Furthermore, the exercise around proportionality above does indicate several patterns ofsimilarity and difference in the N-ness of the IMs. In each one, I think I have demonstratedconclusively that each is present though I have found latterly that their significance andrelevance fluctuated according to the particular context in which I was operating. In IM4, N 3would be the most significant since the whole of the TTRB project was predicated on theinteroperability of human (CCCU, RM Ltd, BEI and Institute of Education, London), virtual andtechnologised (MySQL, ASP.net) networks.Moreover, as time passed, and I became more conscious of the emerging framework and thosethings I needed to do in order to move forward in my own learning optimally, I started to use theframework deliberately. I have given one illustration of this from the iteach project above.More recently, I worked with the development team at Pearson Publishing to migrate the product277Simon Hughes Ph.D. Thesis (October 2012)