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It is important to read this diagram in the dialogic context of the reflections on a prior learningexperience recorded in section 4.1.5 (IM5), for example, and figure 23 (Fullan's model, 1990). Itis intended to show the interdependence of each of the different factors, especially when what isto be learned is a new technology, a new ICT skill or a new piece of software but it mightinclude anything that a self wished or needed to learn.So I want to argue now that the hypothesis to be explored in this study is, in shorthand terms,professional learning episodes where learning is signified by l, and amounts to a simple equationl = N 4.The Four Factors/Phenomena of the Emerging Theoretical FrameworkIt is my contention that for a learning episode to be profound, a learner is likely to experience allof these phenomena, if not necessarily in sequence. Graphically so far, the framework has beenset out in linear fashion, but a learner could be anywhere in the process at any time. It isunlikely, however, that they could apply their learning in new settings before it has been learned.Thus it is more likely that a spiralling-dialogic approach will occur as a learner grows inknowledge and understanding by experiencing the factors at different times, depending on wherethey are in the process. Hence the proposal here that N to the power of 4 (N 4 ) equates to aprofound professional learning experience. In other words, the sum of engaging with all fourphenomena in a learning episode will be greater than individual encounters with each i.e. n x n xn x n.The literature surveyed so far helps with the classification of the Ns, which seems important ifthey are to be reliable components of or factors in the theoretical framework towards which the77Simon Hughes Ph.D. Thesis (October 2012)