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

Where I differ in my approach from that articulated by Schön is in the belief that external help isusually required to make sense of the situation and thus learn from it. Thus I would argue that ina zone of auto/pedagogy, the reflexive professional also seeks pedagogical/andragogical agencyfrom those more expert or experienced - this I would warrant to be true in my case when I takeinto consideration those whose agency I affirmed earlier. They may also go to the literature tolook for insight or wisdom and thus they enter a more dialogic cycle, spiralling continuallybetween the 'situation' (context or concrete experience), the words and works of others and theirown interpretive activity. In my zone of auto/pedagogy, it is often the case that connections aremade to apparently disparate phenomena such as the lyrics of songs, random other lifeexperiences, incidents with similar characteristics or apparently chance conversations.This may be serendipity, synergy, or it may be unconscious, blink-type behaviour (Gladwell,2006), it may even be the outcome of a quasi-spiritual determinism but for me the result isalways the same: progress is made in my learning. This is because the "zone" enables me totransfer meaning in and out; it enables me to structure reflections around some concepts inwhich I have increasing confidence and it also enables me to utilise skills, I have accumulatedover twenty years of professional engagement with learning mediated by technology.The five illustrative moments were selected for the reasons set out in chapter 3 but it is morethan possible, serendipitously, sub-consciously or spiritually that they came to mind becausethey were 'optimal' in my learning journey. I have found through the process of this researchthat my learning was at its best when all four of the Ns were present in a 'moment' and I was in aparticular zone.283Simon Hughes Ph.D. Thesis (October 2012)