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Kirkpatrick D. (2010) The Facebook Effect: The Inside Story of the Company that is Connectingthe World Random House: LondonKnowles M. (1978) The Adult Learner: A Neglected Species Gulf Publishing: OxfordKolb D. (1984) Experiential Learning: Experience as the Source of Learning and DevelopmentPrentice Hall: LondonKolb D. (2005) The Kolb Learning Styles Inventory: LSI WorkbookHayGroup: LondonKuhn T. (1962) The Structure of Scientific Revolutions Chicago: University of Chicago PressLave J., Wenger E. (2008 19th Printing) Situated Learning: Legitimate Peripheral ParticipationCambridge Univeristy Press: CambridgeLaw A. (2001 3rd Edition) Open Minds: 21st Century Business Lessons and Innovations fromSt. Luke's Thomson Texerre: LondonLeask M. (2010) Improving the Professsional Knowledge Base Using Knowledge Management(KM) and Web 2.0 tools Accessed 10 th May 2010Leask M., White C. (2004) Initial Teacher Training (ITT) Professional Resource Networks(IPRNs) - rationale and development: using research and evidence to improve teaching andlearning BERA,Via Educationline (http://www.leeds.ac.uk/educol/documents/00003667.htmLast accessed 22nd January 2012)Lelliott A., Pendlebury S., Enslin P. (2000) Promises of Access and Inclusion in Journal ofPhilsophy of Education Blackwell: Oxford Vol 34, Issue 1 2000Lewis R. (2002) Learning Communities: Old and New Proceedings of the InternationalConference on Computers in Education IEEE reference 01-02Lindemans M. (2002) Valhala Norse Mythology Pantheonhttp://www.pantheon.org/areas/mythology/europe/norse/articles.htmlAccessed 15th November 2007Lovelock J.(2009). The Vanishing Face of Gaia: A Final Warning New York: NY: Basic BooksLynch M.M. (2002) The Online Educator: A Guide to Creating the Virtual ClassroomRoutledgeFalmer: LondonLyotard J-F (1984) (trans Bennington G., Massumi B.) The Postmodern Condition: A Report onKnowledge University of Minnesota Press: MinneapolisMandela N. (1994) Long Walk to Freedom Little, Brown & Company: LondonMacLure M. (1993) Arguing for Your self: Identity as an Organising Principle in Teachers’ Jobsand Lives British Educational Research Journal JSTOR Vol 19, No 4 (1993) pp, 311-312306Simon Hughes Ph.D. Thesis (October 2012)
First accessed 26th September 2007MacQuarrie J. (1977) Principles of Christian Theology SCM: LondonMarrett C., Harvey C. (2001) Getting the Systems Right: Experience at the University of theWest Indes in Burge E., Haughey M. (2001) Using Learning Technologies: InternationalPerspectives on Practice Routledge Falmer: LondonMarton F., Sälijö R. (1976) On Qualitative Differences in Learning I British Journal ofEducational Psychology Volume 46, 4-11Maslow A. (1943) Theory of Human Motivation Psychological Review 1943, 5, 85-92(http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp)Maslow A.(1970 2nd Edition) Motivation and Personality Harper & Row: New York:http://www.maslow.com/contents/motivationandpersonality1970.htmMcFarlane A. (1997) Information Technology and Authentic LearningRoutledge: LondonMcDonagh E. (1979) Doing the Truth: The Quest for Moral Theology Gill and Macmillan:LondonMcGrath A. (2007) The Dawkins Delusion SPCK: LondonMcMaster M. (1996) Organisational Dynamics Pitman Publishing: LondonMcMaster M. (1996) The Intelligence Advantage: Organising for Complexity Butterworth:Newton MAMcNiff J., Lomax P., Whithead J. (2002) You and Your Action Research Project Routledge:LondonMcNiff J. (2007) The Significance of 'I' in Educational Research and the Responsibility ofIntellectuals New Horizons for Quality in Higher Education and Training South AfricanAssociation for Research and Development in Higher Education, PretoriaMedcalf J. (1985) Vamos Caminandos! A Peruvian Catechism SCM: LondonMetz J.B. (1981) The Emergent Church (trans. Peter Mann ) Crossroad Publishing Co: NewYork:Mill J.S. (1996) On Liberty (First accessed 1996 and re-visited for the purposes of this study)Current Version = 2011, Project Gutenberg January 10, 2011 [EBook #34901]Moltmann J. (1967) (Eng. Edition) A Theology of Hope SCM: LondonMoore M.G., Anderson W.G. (2003) Handbook of Distance Education New Jersey: LawrenceEarlbaum Associates Inc.307Simon Hughes Ph.D. Thesis (October 2012)
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University of WolverhamptonTowardsa
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ContentsAbstract...................
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Chapter :5 Conclusions.............
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Figure 27: Ns in equal proportion .
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Glossary of AbbreviationsCommonly o
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career path. Such moments have been
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to teacher's professional learning,
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made 2 frontiers, traditional, ideo
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professional learning was shaped by
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“It [education] would seem to tak
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postdisciplinarity have not necessa
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ut with its roots as far back as Da
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“Who doesn’t spend time trying
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Chapter 2: Underpinning literatureT
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Rationale for selecting Epistemolog
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It is not the purpose of this study
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acquired inductively will argue tha
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lecture hall with an expert operato
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occurring in these moments is a shi
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2. Knowledge accumulated by profess
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(Goodson and Mangan, 1991) whether
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2.2.1 Historico-philosophical appro
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potentiality to change the circumst
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2.2.2 Buddhist approaches to the
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2.2.3 Scientific approaches to the
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eactions, or paying homage to share
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Green goes on to state that the rem
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2.2.4 Spiritual approaches to the
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oth soul and body in hell”) or to
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2.2.5 Post-modern approaches to the
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ehaviours that bring personal fulfi
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of the self. The notion of developm
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teacher selves in the phenomena of
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existence of an ‘alter ego’ for
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This model and theoretical perspect
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A contextualised approach to the ph
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2.2x: Relevant Insights derived fro
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may enable me to limit the number o
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It is important to read this diagra
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Freire (1972) would argue for the m
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Polsani's accidental intervention i
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y other adults including their pare
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2.3.0 Reframing the literature revi
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the sounds of Varese were 'mashed u
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2.3 Relevant Literature about (Info
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stables, the people who curried hor
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Examining texts written around the
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technologies, placed them. Most wou
Page 97 and 98:
Lynch makes these observations in a
Page 99 and 100:
Kirkpatrick (2010) verifies this hi
Page 101 and 102:
Figure 8: Facebook image 2Noteworth
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Robinson's statement above is a nea
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there are an increasing number of l
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2.3.2: Accounts of the impact on pe
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This resonates with my experience o
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technologists who argue that the pu
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It was at a conference in Oxford th
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From the abstract to the directly r
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In essence it appears as if Halpin
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2.4: Liberation technology and prof
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2.5 Approaches to Professional Lear
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correlation between the promulgatio
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The key point to be made here is th
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own knowledge'. Frequently now I wo
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2.6: Auto/pedagogyAn Emerging Frame
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more established method to explore
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Reflexivity and dialogicsIn keeping
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‘tomorrow’ might be designed fo
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themes of the study and how it rela
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From these words I take validation
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experiencing, this might have been
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In one sense, I have taken this thi
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The intention is to take an approac
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auto/biography. The term auto/biogr
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would be necessarily noematic, but
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As an RE specialist the use of stor
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3.1.4: Auto/biographyAutobiography
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context/situation and action. These
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The diagram in figure 15 has been d
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exploitation prevalent in South Ame
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integrate expertise to satisfy a no
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advocated by Whitehead and McNiff (
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Critically, the diagram points to t
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A further reason why I settled on t
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3.1.7: Why ‘Illustrative Moments
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3.1.8: How will this auto/biographi
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1986) has made a substantial fortun
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My first pass of each IM against th
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3.2: The relationship of my epistem
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is represented here as the outcome
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In this metaphorical presentation t
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3.3 A narrative account of the meth
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eaders/audience to draw for themsel
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The table above was constructed at
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Chapter 4: An auto/biographic analy
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vertical approach enunciated in cha
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4.1.1 Reflection on IM1Looking back
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Evidencing this is impossible since
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necessary and the resilience I have
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It is a fact that I benefited from
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than the cyclo-styled sheets we gav
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platform as the basis for creating
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4.1.3 Reflection on IM3Professional
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• Chinese education• Chinese te
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ImpactThe impact on me of this trip
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4.1.4 Reflection on IM4Re-reading t
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those articles that I reviewed, wro
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As part of our initial contract wit
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ContextAlluded to in 4.1.3 were the
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Figure 23: Fullan's 3 I's of Educat
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There are also 'bugs' in the domain
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from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
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AnalysisOn completing the re-readin
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4.3.1: Analytical Reflection on IMs
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needed personal access to a compute
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there was a clear dialogic going on
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Looking back this was never more tr
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I did because my present employers
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4.3.2: Analytical Reflection on IMs
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installing software, connecting per
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Theoretically, the most helpful met
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locations and the pupil community b
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In 2005, I contributed a paper to t
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they participate: family, friends,
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Social networking utilities such as
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dynamism of networks and the inter-
Page 255 and 256: describe as auto/pedagogy, ‘new-n
Page 257 and 258: 4.4: Stage 4 - Analysis by case stu
Page 259 and 260: gaining access to intellectual capi
Page 261 and 262: Of greater relevance for the thesis
Page 263 and 264: NetworkHad I only joined in with th
Page 265 and 266: 4.5 Summative reflections to chapte
Page 267 and 268: It seems to me, that in my case, pr
Page 269 and 270: that they turned up in keyword sear
Page 271 and 272: 5. A mixed-economy of pedagogical a
Page 273 and 274: eing the rigid structure that I dre
Page 275 and 276: take from my theorising about the p
Page 277 and 278: Alternatively, someone buying into
Page 279 and 280: professional learning episode and t
Page 281 and 282: The 'Zone' of Auto/PedagogyAt vario
Page 283 and 284: Where I differ in my approach from
Page 285 and 286: professional development context fa
Page 287 and 288: above. The problematic term here is
Page 289 and 290: that progress in personal, professi
Page 291 and 292: it would be linguistically tautolog
Page 293 and 294: have created, to scaffold my own se
Page 295 and 296: My point is that technology cannot,
Page 297 and 298: fill the gaps in their knowledge, s
Page 299 and 300: 3) A new term, 'auto/pedagogy', whi
Page 301 and 302: Bly R. (1992) Iron John: A Book abo
Page 303 and 304: Foucault M. (1982) The Subject and
Page 305: Hughes S. (2003) N-Leaning Canterbu
Page 309 and 310: Plato (Trans Jowett B.) (2004) The
Page 311 and 312: Somekh B. (2007) Pedagogy and Learn
Page 313 and 314: Appendices313Simon Hughes Ph.D. The
Page 315 and 316: 315Simon Hughes Ph.D. Thesis (Octob
Page 337 and 338: Appendix 2 - IM1 - 1989 (A@t 1 )Con
Page 339 and 340: ‘cyclostyled’ resources. In a s
Page 341 and 342: “miracles” on screen, trying to
Page 343 and 344: My enthusiastic adoption of the tec
Page 345 and 346: Appendix 3 - IM2 - 1996-1998In Janu
Page 347 and 348: I now had access to the greatest li
Page 349 and 350: having a computer on my desk with a
Page 351 and 352: School when we had been given a New
Page 353 and 354: Centuries with so-called ‘Silicon
Page 355 and 356: cost-effective. The point here very
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Frustrated by the tardiness of the
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the value of participating in the p
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the now ubiquitous handheld, mobile
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and that the adoption of the signif
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Appendix 7 - A codification of N-ne
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