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Salmon, 2000). The next few years saw the development of a range of proprietary softwareproducts delivering virtual learning environments. As can be seen in appendix 4, in November2002, I had the privilege of witnessing Dr. Mary Smith teaching students in Fiji from her officein Palmerston North in New Zealand using WebCT, one such virtual learning environment.Canterbury Christ Church University where I working at the time, took a different path andadopted first O'Reilly Associates' Webboard (see figure 6 below) before settling on theBlackboard Virtual Learning Environment.Figure 6: Screen dump of WebboardI have included figure 6 for two reasons. First, it timestamps this piece of evidence as the dateshown is 27th July 2002 and, as such, helps to provide chronological evidence for this work.Second, it provides evidence that I was an early adopter of technologies where I could see valueand utility in my facilitation of professional learning (in essence, a working example of what Imean by N 4 ). For each of the subject areas recorded in the left hand pane, with the exception ofhistory (122), there were at that time no other subjects using this multi user domain to facilitateco-operative learning.Simultaneously, there were some attempts to categorise the type of people who used computersor perhaps more accurately to categorise where, on a continuum a person's behaviour with94Simon Hughes Ph.D. Thesis (October 2012)