by clicking here. It is a 9.9 Mb file and will take some time to download

suite into a 'programme' which started with a thorough-going needs analysis. Materials wouldthen be provided to those whose 'audits' indicated specific learning needs. Since all of thematerial was provided as 'downloads', I am able to warrant that we had paid attention to thenotion of network, in this case, as a noun. Moreover, many of the materials provided weredesigned to be used by professionals in analogous learning scenarios. A second example of theconscious operation of the framework is in more recent work undertaken in response to thearchiving of the RE-Net website, along with its parent, the TTRB, and its older brothers andsisters, multiverse, Citized, and behaviour4learning. In appendix 5, I point to the creation ofvideo materials for RE-Net and for the TTRB. I also reference this technological activity invignette 5 (p. 125). The clamour (N 1 ) for the re-publication of these materials in September2011, from colleagues in the religious education HE community was sufficiently strong toprompt me to utilise some pre-existing webspace (N 2 ) and host them there, publicise this throughthe Save RE facebook community (N 3 ) and watch now as others use them in their owndifferentiated settings (N 4 ). Reflecting on that last point inclines me to argue that this is ametaphor for the very thing about which I am talking. There will be students of RE, who I donot know and am very likely never to meet who will benefit from my pedagogical agencyafforded to them through the medium of the internet. I would argue that if they make thepersonal commitment to finding my website, downloading the objects, viewing them, andreflecting on what they have learned there and acting on it in their practice, they will haveunconsciously engaged in auto/pedagogy.This, I now argue, signifies an underlying and enduring logic in both the framework and theprocess. In IM5, even though I now realize that my thinking was muddled, I was edgingtowards the adoption of a framework for teachers' professional learning in the 21st Century. Iwas aware that there were some necessary characteristics that would be evident in each278Simon Hughes Ph.D. Thesis (October 2012)