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Appendix 4 - IM3 – 2002In the summer of 2002, I was invited by the then Dean of Education to examine the biddocumentation for a project which the Faculty was keen to win. The task was to review thetender, write a summary report, and to make a recommendation to the Faculty’s managementteam as to whether or not there was any point progressing towards the submission of a bid. Theproject, which I later referred to as ‘E-China’, was designed to deliver high quality Englishteacher education to the Chinese context. The successful bidder would need to provide anetwork architecture and infrastructure capable of sustaining potentially millions of concurrentusers of an online service, as well as pedagogic consultancy, English language tuition andBritish quality assurance and accreditation standards.I made my recommendation and was then presented with the task of writing the bid, in a week.In that week I had to get my head round the technological challenges of scaling up to a millionconcurrent users of a VLE, the principles and practices of distance education, the challenges andprotocols of working in another culture and in another language and the 21 st Century imperativeto form ‘partnerships’. That I pulled the bid together with partners from the British Councilthrough to a range of technology companies is a footnote in history; that the bid was lost toNottingham University is also a fact of history. Why this is relevant to these doctoral studies isfor the unintended outcomes of that burst of activity.Critical to the success of the project was my need to get my head round the principles andpractices of International Education and I was put in touch with some experts in this area at theUniversity of Bristol, School of Education. Through this network, I became aware of the AsiaPacific Society for Computers in Education and its annual conference which, in 2002, was to beheld in Auckland, New Zealand. My interest in New Zealand had been wakened in Primary350Simon Hughes Ph.D. Thesis (October 2012)
School when we had been given a New Zealand Education student for what I now realize wasteaching practice, some time in the equivalent of year 4 82 .So, when the chance came to bid for funding to attend the International Conference onComputers in Education (ICCE 2002), I took it enthusiastically. There is a whole book, or atleast a chapter, which sets out all the things I learned on that two week trip. Indeed some of thelearning was written up in research and professional development reports so it exists in thepublic domain already. Recognising the good fortune of travelling to the other side of the world,I kept an assiduous journal of the trip - now cited in this thesis as appendix 1 - which comprisestravel details, reflections on the things I was experiencing but also entries made where I wasattempting to relate such experiences to the professional context out of which I was working athome. The things that are relevant to this thesis are however,• The profound moment of enlightenment I experienced in front of the Marae, in TePapa, which is the Maori cultural museum in Wellington• My meeting with and learning from Pithamber Polsani of the University of Arizona• My observation of academics from Pacific rim countries creating, transferring andbuilding new knowledge in partnership and consultation• My discovery of the notion of rhizomic networksThe early part of my tour of the North Island was facilitated by academics from MasseyUniversity who I had been fortunate to meet in England. The second couple with whom I stayedurged me to visit Te Papa as, for them, it held special significance. The time available for sightseeingwas limited so I decided to confine my visit to the exhibition of Maori culture. Thecentre piece of this fantastic celebration of the indigenous people is the fabricated Marae made351Simon 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
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Lynch makes these observations in a
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Kirkpatrick (2010) verifies this hi
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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-
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describe as auto/pedagogy, ‘new-n
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4.4: Stage 4 - Analysis by case stu
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
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4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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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 and 306: Hughes S. (2003) N-Leaning Canterbu
Page 307 and 308: First accessed 26th September 2007M
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: having a computer on my desk with a
Page 353 and 354: Centuries with so-called ‘Silicon
Page 355 and 356: cost-effective. The point here very
Page 357 and 358: Frustrated by the tardiness of the
Page 359 and 360: the value of participating in the p
Page 361 and 362: the now ubiquitous handheld, mobile
Page 363 and 364: and that the adoption of the signif
Page 365: Appendix 7 - A codification of N-ne
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