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Reading around postmodern theory, and encounters with West (see e.g. 2004) had encouragedme to ‘play’ with ideas, theories and tools. So I ‘played’ with the letter ‘i’, wondering what itmight stand for in iPod. Various words emerged from this reflective process: interactive,integrated, intelligent, international, internet-based, innovative, inspirational and so on.Clearly, the ‘i’ in iPod was intended to identify the device with its user. This was, in technologyterms, the pinnacle of personalized computing. The user could accumulate, arrange and accesstheir choice of entertainment at the flick of a wheel. Applied, in the context of Education, a usercould accumulate, arrange and access – at their own convenience and in their own time – thosematerials and activities they required to advance their own personalized learning agenda.Since the constant riposte to my home department’s invitation to teachers to engage inprofessional learning activities usually included some complaint of a shortage of time, or lack offinancial resources to go ahead with the activity, I began to see the potential of truly online,personalized learning. What if CPD could be interactive (technologically), integrated (into ateacher’s professional and personal life), intelligent (in other words based around researchinformedpractice) and international (drawing on insights from around the world, even if theparticipant could not travel) I wondered? Elsewhere I argued, that these 4 ‘i’s, when takentogether and enabled technologically could render a powerful professional learning experiencefor any teacher – I named the nascent model i 4 PD (Hughes, 2006), where PD stood forProfessional Development. The response to this paper was sufficiently positive to encourage meto play more.I discussed the value of the model with Glynn Kirkham and he suggested a further iteration. Heargued that limiting the number of influences to four might reduce the possibilities of the model362Simon Hughes Ph.D. Thesis (October 2012)
and that the adoption of the signifier n would be more appropriate in enumerating i initialedadverbs. Accordingly, I adjusted the model to i n PD. It was this theoretical model thatunderpinned all the work that I then undertook in the development of iteach (www.iteach.ac.uk),in partnership with colleagues at Hibernia College, Dublin, Ireland. Together we designed,developed, validated and delivered a suite of courses that enabled remote and distributed learnersto qualify to teach Secondary Maths, Physics and Chemistry using a fully web-based and onlinelearning system.Only the ‘practicum’ modules were conducted in traditional settings i.e.classrooms.Thus we delivered a personalized learning experience for persons otherwiseexcluded from teacher training who could fit their study around the rest of their life (integrated),using tutors from all over the world (international), with high quality interactive tools and bymaking the best of using intelligent technologies and pedagogical agents. Whilst it could beargued that this was in fact i n ITT, it was the case that none of the participants in cohorts one andtwo were new graduates; rather all had had careers of one sort or another and were thus lookingto develop professionally in order to be able to teach – thus i n PD.Confirmation of the possibilities of working in this way came in a further moment of inspirationwhich was provided by Professor Jim Conroy (Dean of the Faculty of Education, University ofGlasgow), a keynote speaker hosted by RE-Net at the AULRE conference in July 2007, whobrought his presentation with him on his iPod, using it as a portable hard drive. In other words,a professional educators could carry with them, in their pocket all they need for the facilitationof learning._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _“... Because everybody’s changing andI don’t feel the same...”(Keane, 2004 Universal Island Records)363Simon 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
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3) A new term, 'auto/pedagogy', whi
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Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
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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
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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
Page 357 and 358: Frustrated by the tardiness of the
Page 359 and 360: the value of participating in the p
Page 361: the now ubiquitous handheld, mobile
Page 365: Appendix 7 - A codification of N-ne
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