Abstract
Development in the corporate world has instigated changes that have had a ripple effect globally. Government and corporate strategy are inextricably integrated, meaning that a rise in ideologies which are embedded in commerce supports the network of communication. It is these corporate-centred ideologies that heavily influence and significantly correlate to the reforms required in education. Globalisation has steered a way forward for transformation in higher education to fit pedagogy and technology with Communities Of Practice and delivery. While there are ongoing difficulties and challenges, supporters keep faith that good change comes from the stimulation of tension and uncertainty. UNESCO programs (e.g. Education for All, Millennium Development Goals, Education for Sustainable Development) are regarded as opportunities for sustainable change. The dysfunction and potential source of resistance to the development of sustainable policy stems from the considerable amount of pressure on people who teach to restructure professional practice in order to contribute towards Education for Sustainable Development. Eportfolios are widely used in corporate strategy, and may be considered a method by which transformation and integration of education occurs through its introduction to preservice teachers.
Development in the corporate world has instigated changes that have had a ripple effect globally. Government and corporate strategy are inextricably integrated, meaning that a rise in ideologies which are embedded in commerce supports the network of communication. It is these corporate-centred ideologies that heavily influence and significantly correlate to the reforms required in education. Globalisation has steered a way forward for transformation in higher education to fit pedagogy and technology with Communities Of Practice and delivery. While there are ongoing difficulties and challenges, supporters keep faith that good change comes from the stimulation of tension and uncertainty. UNESCO programs (e.g. Education for All, Millennium Development Goals, Education for Sustainable Development) are regarded as opportunities for sustainable change. The dysfunction and potential source of resistance to the development of sustainable policy stems from the considerable amount of pressure on people who teach to restructure professional practice in order to contribute towards Education for Sustainable Development. Eportfolios are widely used in corporate strategy, and may be considered a method by which transformation and integration of education occurs through its introduction to preservice teachers.
Introduction
Diversity may be seen as policy that either follows, or is followed by, innovation. Policies on lifelong learning and capability are sourced from national level debate and are prioritised as policy that leads innovation. The focus of the 2002 World Summit was on how to prepare education for sustainable development, how to set benchmarks and standards, and how to build control mechanisms that assess progress. The objective of the Summit was to venture into the collaboration of strategy immediately which meant that participants were required to generate draft policies. The situation revealed that several preparatory steps to enable strategy driven sustainable development would have to be implemented and monitored. Specifically, the overriding impression left from the Summit was the complexity of global management and the time needed to implement development programs to raise awareness.
Current debate questions whether social reproduction or transformation is part of education and is reflected in the educators’ professional attitude. Noticeable themes are relationships between social workers and clients (Shardlow, ed. 1989). New methodology relates the needs of a community with relevant support structures that are more in keeping with developing the environment holistically (e.g. support comes from active participation in a community; taking individual responsibility for community belongingness). Exploring the meaning that sustains these relationships brings an awareness of the implications that effective professionalism creates the unity required to integrate values that translate as collaborative achievement (Wadham, 2003). By placing social reproduction in context, individuals maintain participation levels and arguably demonstrate a responsible and committed attitude born of obedience and deference (Trigg, 2001). The more varied and diverse an individuals' network is, the more stimulation there is to respond to. Some research analysts prefer to view education as more transactive and transformative with a distinct sympathy for social constructivism and cognitivism (Garavan & McCarthy, 2003). Social networking shapes learning through translational learning and diversity of cultural perspectives. Education that leads to transformation is open and self-directed (Montague, 2008). Delivery of static knowledge is the platform used to integrate individual knowledge with group knowledge, making tacit knowledge explicit in curricula and students. Therefore, environmental education defines the perception from which individuals view the world (Martin, 2007). While discomfort surrounding the Education for Sustainable Development agenda is tangible, the aims for ESD cannot be discursively debated until the concept of education has been explored. Tension (Leuenberger & Wakin, 2007; Duncum, 2008) caused by opposing views concerning the nature of education emerged when scholars analysed 20th century theory and its dominant tendencies, and noted that new perspectives were developing towards the close of the century (Bennett, 2008; Davies, 2010). Memetics (Barton, 2004; Jahoda, 2002; Poulshock, 2002; Walter, 2007) suggests we think of education as transmissive, meaning that skills, knowledge and values are transmitted to students. Participants are steered towards a committed objective via a closed learning process that affords bi-directional communication between master and apprentice (Carlson, et. al, 2003). From a transmissive perspective, education is a tool through which to deliver messages to open minds and examples can be found in government, industry, and special interest groups.
Transforming pedagogy to fit objective
Education is used for implementing a set strategy, the standards for which correlate to ideologies that represent a segment of society (Waging War over Public Education and Youth Services: Challenging Corporate Control of Our Schools and Communities, 2005). Implanting ideology is counter-productive in education for personal development, as transformation is the result of holistically training minds to develop analytical skills and insight rather than narrowing focus to content (Byrnes, 2006). Allowing personal diversity as a means to sustain and maintain sense-making, identity (Collin, 2009) and developmental progress creates naturally occurring overt personal behaviour supportive of Education for Sustainable Development activities (Terry, 2007). Reflexion is stimulated by a multitude of perspectives and transmission is more readily accepted as a result of preparation and clear, bi-directional understanding of objectives (Anderson, 2008). While it may be easy to denounce transmissive and deterministic goals, much of the literature available is written by people who have themselves been challenged by the structure of existing pedagogy and provides a foundation of experience for those committed to transformation and reformation in pedagogy (Macleod, 2005). Evans and Powell (2007) value eportfolios as a means by which we can share knowledge and preserve authentic practice. They suggest a healthy critique of the practical aspects to online teaching (Riel & Polin, 2004) that supports and maintains additive training for holistic attributes of nextgen learning. As communities of practice are integrated networks that sustain culture, knowledge and objectives (Rudsberg & Ohman, 2010), preservice teachers are nurtured as a means to develop and archive an expanding knowledge base. In creating and archiving artifacts (Aubusson, et. al, 2009), novices gain the necessary experience to analyse and self-evaluate individual work. The National Board of Professional Teaching Standards places emphasis on recognising that teachers form learning communities as part of their professional duties. Inculcating the values and group unity of communities of practice for preservice teachers facilitates progression to learning communities although analysis reveals that understanding the composite function of communities of practice has not been fully grasped.
Embedded learning
Instructional technologists propose that preservice teachers embed class and program level mediation as a means of integrating knowledge and communication technology (Laine, et. al., 2010) through eportfolios before employment (Franklin & Hopson, 2007). Recent literature (Barnett, 2006) indicates that preservice teachers demonstrate strong individualistic behaviour commensurate with initiating pedagogy that embeds mediation and aids learning and teaching (Winch & Ingram, 2002). Experience in eportfolio management (Anderberg, et. al, 2009) reveals a weakening effect if novices imitate without comprehension, which invalidates pedagogy and renders the artifact an unreliable source. The strength of eportfolios lies in the ability to connect novices with their product drawing attention to the student-teacher network that include themes on mentoring and guidance through existing technology (Cornelius & Marston, 2009). As reflection allows deeper cognitive processing, preservice teachers adopt behaviour that is valued in the profession gained from activity designed to generate strategy (Milman, 2005).
Eportfolios and the integrated COP
Phenomenology is the science of observation made popular in the 19th century. Its foundation lies in an ecological balance of rational thought and embodied learning (i.e. living knowledge) that proposes all thought ( i.e. tacit knowledge) must first be lived in order to process knowledge. Turning focus from activity to intention, phenomenology highlights the interaction between group members and the artifacts-in-use (Voulalas & Sharpe, 2005). Learning is based on experience that has been performed by the individual (Yechiam & Busemeyer, 2005). Each time an individual has cause to use artifacts and interact with other members is an opportunity to embed the activity (Keough, 2008). Embodied learning is the result of behavioural processes that facilitate individual meaning-making, and tacit knowledge can be described as the daily encounters an individual has that bring about holistic meaning (Kupers, 2008). To formulate a concept, individuals use examples taken from the environment. Theoretical knowledge provides the framework for debate, while critical analysis of content and context create a deconstruction of perspectives that shapes the design of solutions. Thus eportfolios develop flexibly according to individuality and program requirements. This function is of primary importance when considering the attributes of communities of practice. (e.g. active participation and open communication). In addition, eportfolios provide active encouragement that supports lifelong learning (Fitch, et. al, 2008); facilitates and embeds triple loop learning (Dubinsky, 2003); maintains constructive feedback from peers (Chatel, 2003); and activates professional and personal identity (Chambers & Wickersham, 2007). Peer interaction sustains the development, diffusion and dispersion of new knowledge (Miller & Benz, 2008). Traditional assessment methods undermine the efficacy of eportfolios by implementing standardisation as eportfolios should be regarded as more than a compilation of artifacts to be assessed out of context by rubric marking systems.
Design accentuates learning and assessment
Students have ownership of design layout and links as eportfolios are used to accentuate learning and assessment, in favour of assessment systems that are only supportive of assessment (Lyons, 2008). Design solutions arise as a means to support sustainable practice from within the community (Selby, 2006). Current use of eportfolios stems from learning communities archiving the range of teacher performance that has instigated reforms in the way technology is used (Wolf, 2006). Setting standards for eportfolios may be viewed as contradictory to learning and sustainability as feedback suggests that eportfolios are regarded by preservice teachers as an expression of formative learning. Historically, formal education has looked upon eportfolios as a means for summative assessment which places emphasis on institutional needs rather than on student requirement (Hoeltzel, 2004). Disparity in views regarding eportfolios stem from a distrust of ICT that is generated by Digital Immigrants who have had access to an era of education without technology (Matthies, 2010). Portfolios become the identity of the individual and are subject to change and influence directed by learning. Continually updating an eportfolio requires careful planning in order to stay true to its objective. Eportfolios present an authentic form of assessing activities and methodology in relation to pedagogy and practice. Literature reviews on this subject reveal that many practitioners have failed to see the connection between learning, eportfolios and communities of practice until recently (Lipscomb, et. al, 2007). For many students, the problem in creating efficient use of eportfolios has been in identifying and making the transition from paper. Lack of familiarity with software and other issues have prevented students from archiving projects culminating in an obvious lack of sharing. Much work has been invalidated by institutional expectation that is shaped by assessment rubrics as student work is limited to linking proficiency with standards. Reflection reveals that tacit knowledge (Simons, et. al., 2003) is left out by preservice teachers in order to abide by standardised assessment. Eportfolios are the potential to drive the values of a sharing, nurturing environment in such a way that promotes active participation and public sharing of knowledge. Learning the art of teaching through eportfolios has a student-centered approach with rapid prototyping that removes some of the anxiety and deterioration associated with inhibition.
From novice to practitioner
Blenkinsopp and Stalker (2004) state that as novices make the transition to professional, current knowledge and identity is subsumed by ongoing working knowledge that develops from acceptance of their new role. Challenges for novice practitioners lie in finding suitable expression within the community, where experience is acknowledged as valuable. Working knowledge helps the individual transition to the fresh setting as new identities are constructed within the framework of function. Group culture and identity become linked as individuals address mission statements to adapt and transform with the community. Accepting community policies indicates a responsibility towards the group that results in an emotional attachment to performance outcomes (Bonnette, 2006). Individuals become a representative state of the organisation. Learning trajectories (Andersson & Hellberg, 2009) evolve from day-dreaming about future events based on the potential of self. Projections of future identity (e.g. rise in seniority levels and commensurate status) facilitate in forming prospective values, attitudes and philosophies that depend on behavioural commitment. Praxis constitutes the embodied knowledge of individual and group that is enacted on a daily basis, and transactive memory (London, et. al, 2005) guides members to make community-centric decisions based on experience and learning. Cumulative knowledge is reflected in individual styles of effective pedagogy (Freebody, et. al, 2008). Knowledge creation develops new skill sets that maintain the desire to fulfil potential (Clark, et. al, 2008). In order to achieve individual potential, learning trajectories are the design of planned and sequential events (Geels & Raven, 2007). Implementation of activities that facilitate achieving goals reveal individual passion and interest (Latham, 2001). Practice and experience are transferable skills that are significant to constructing identity where reflection offers insights to discuss living knowledge in honest and open communication.
Conclusion
Globalisation has made apparent the need for continuous and connected learning to stay abreast of ongoing practice. Gathering the knowledge required to maintain strong external links also initiates insight for forward thinking practice. Insight developed from archived artifacts has been widely recognised as a means for investigating adaptability and transformation. Kupers suggests that one perspective is to view organisational learning as Gestalt. Gestalt unveils the relation the body plays in individual and collective learning. Rational strategies are often unaccommodating of human behaviour. Inclusive practice integrates mind and body, and offers an alternative. Design and planned methods of pedagogy have been based on linear approaches to instructional design. Models for instructional design should therefore reflect the complexity and chaos of any given community and technology should be considered a boon to the betterment of society. However caution is required when used for initiating intervention. Latterly technology has come to include wireless devices that reconfigure communication strategies that were unavoidably omitted from earlier research. We require a thorough understanding of communities of practice before solutions can be effective as social connections are not based on the idea that individuals think about projected behaviour. There is a link between what is done and what is felt. A logical starting point is when the individual makes a choice between what can be done and what cannot. This stage of learning precedes what is known, indicating a learning process that occurs between choice and acquiring knowledge. Correspondingly, there is a strong connection to intention, context, and performance. Individuals who embody knowledge are inclined to engage in active participation, where active participation encapsulates the study of process and meaning-making. Learning trajectories develop according to motivational needs that emerge from personal capability to transform. Maturity leads to more responsible acceptance of function and role that benefits group and community. While the strength of knowledge acquisition propels learning trajectories and ongoing developmental lines, weak areas become apparent and may hinder performance or further learning. For example, an individual may have attained a high cognitive stage of self-development, but have low to weak stages of development in self-verification processes. Phenomenology has an integral approach to analysing and understanding coherent discourse in learning. Embodied learning stabilises cognitive and behavioural methods of delivery. As sentient beings, humans embed what has been learned by performing daily activities until it is an habitual and unconscious process. The potential for multi-disciplinary learning offers the nexus for considered learning methods that add to, increase, or replace epistemic philosophy. Novice practitioners are advised to draw on their wealth of experience in technology and new knowledge to manage participation in communities of discourse.
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Diversity may be seen as policy that either follows, or is followed by, innovation. Policies on lifelong learning and capability are sourced from national level debate and are prioritised as policy that leads innovation. The focus of the 2002 World Summit was on how to prepare education for sustainable development, how to set benchmarks and standards, and how to build control mechanisms that assess progress. The objective of the Summit was to venture into the collaboration of strategy immediately which meant that participants were required to generate draft policies. The situation revealed that several preparatory steps to enable strategy driven sustainable development would have to be implemented and monitored. Specifically, the overriding impression left from the Summit was the complexity of global management and the time needed to implement development programs to raise awareness.
Current debate questions whether social reproduction or transformation is part of education and is reflected in the educators’ professional attitude. Noticeable themes are relationships between social workers and clients (Shardlow, ed. 1989). New methodology relates the needs of a community with relevant support structures that are more in keeping with developing the environment holistically (e.g. support comes from active participation in a community; taking individual responsibility for community belongingness). Exploring the meaning that sustains these relationships brings an awareness of the implications that effective professionalism creates the unity required to integrate values that translate as collaborative achievement (Wadham, 2003). By placing social reproduction in context, individuals maintain participation levels and arguably demonstrate a responsible and committed attitude born of obedience and deference (Trigg, 2001). The more varied and diverse an individuals' network is, the more stimulation there is to respond to. Some research analysts prefer to view education as more transactive and transformative with a distinct sympathy for social constructivism and cognitivism (Garavan & McCarthy, 2003). Social networking shapes learning through translational learning and diversity of cultural perspectives. Education that leads to transformation is open and self-directed (Montague, 2008). Delivery of static knowledge is the platform used to integrate individual knowledge with group knowledge, making tacit knowledge explicit in curricula and students. Therefore, environmental education defines the perception from which individuals view the world (Martin, 2007). While discomfort surrounding the Education for Sustainable Development agenda is tangible, the aims for ESD cannot be discursively debated until the concept of education has been explored. Tension (Leuenberger & Wakin, 2007; Duncum, 2008) caused by opposing views concerning the nature of education emerged when scholars analysed 20th century theory and its dominant tendencies, and noted that new perspectives were developing towards the close of the century (Bennett, 2008; Davies, 2010). Memetics (Barton, 2004; Jahoda, 2002; Poulshock, 2002; Walter, 2007) suggests we think of education as transmissive, meaning that skills, knowledge and values are transmitted to students. Participants are steered towards a committed objective via a closed learning process that affords bi-directional communication between master and apprentice (Carlson, et. al, 2003). From a transmissive perspective, education is a tool through which to deliver messages to open minds and examples can be found in government, industry, and special interest groups.
Transforming pedagogy to fit objective
Education is used for implementing a set strategy, the standards for which correlate to ideologies that represent a segment of society (Waging War over Public Education and Youth Services: Challenging Corporate Control of Our Schools and Communities, 2005). Implanting ideology is counter-productive in education for personal development, as transformation is the result of holistically training minds to develop analytical skills and insight rather than narrowing focus to content (Byrnes, 2006). Allowing personal diversity as a means to sustain and maintain sense-making, identity (Collin, 2009) and developmental progress creates naturally occurring overt personal behaviour supportive of Education for Sustainable Development activities (Terry, 2007). Reflexion is stimulated by a multitude of perspectives and transmission is more readily accepted as a result of preparation and clear, bi-directional understanding of objectives (Anderson, 2008). While it may be easy to denounce transmissive and deterministic goals, much of the literature available is written by people who have themselves been challenged by the structure of existing pedagogy and provides a foundation of experience for those committed to transformation and reformation in pedagogy (Macleod, 2005). Evans and Powell (2007) value eportfolios as a means by which we can share knowledge and preserve authentic practice. They suggest a healthy critique of the practical aspects to online teaching (Riel & Polin, 2004) that supports and maintains additive training for holistic attributes of nextgen learning. As communities of practice are integrated networks that sustain culture, knowledge and objectives (Rudsberg & Ohman, 2010), preservice teachers are nurtured as a means to develop and archive an expanding knowledge base. In creating and archiving artifacts (Aubusson, et. al, 2009), novices gain the necessary experience to analyse and self-evaluate individual work. The National Board of Professional Teaching Standards places emphasis on recognising that teachers form learning communities as part of their professional duties. Inculcating the values and group unity of communities of practice for preservice teachers facilitates progression to learning communities although analysis reveals that understanding the composite function of communities of practice has not been fully grasped.
Embedded learning
Instructional technologists propose that preservice teachers embed class and program level mediation as a means of integrating knowledge and communication technology (Laine, et. al., 2010) through eportfolios before employment (Franklin & Hopson, 2007). Recent literature (Barnett, 2006) indicates that preservice teachers demonstrate strong individualistic behaviour commensurate with initiating pedagogy that embeds mediation and aids learning and teaching (Winch & Ingram, 2002). Experience in eportfolio management (Anderberg, et. al, 2009) reveals a weakening effect if novices imitate without comprehension, which invalidates pedagogy and renders the artifact an unreliable source. The strength of eportfolios lies in the ability to connect novices with their product drawing attention to the student-teacher network that include themes on mentoring and guidance through existing technology (Cornelius & Marston, 2009). As reflection allows deeper cognitive processing, preservice teachers adopt behaviour that is valued in the profession gained from activity designed to generate strategy (Milman, 2005).
Eportfolios and the integrated COP
Phenomenology is the science of observation made popular in the 19th century. Its foundation lies in an ecological balance of rational thought and embodied learning (i.e. living knowledge) that proposes all thought ( i.e. tacit knowledge) must first be lived in order to process knowledge. Turning focus from activity to intention, phenomenology highlights the interaction between group members and the artifacts-in-use (Voulalas & Sharpe, 2005). Learning is based on experience that has been performed by the individual (Yechiam & Busemeyer, 2005). Each time an individual has cause to use artifacts and interact with other members is an opportunity to embed the activity (Keough, 2008). Embodied learning is the result of behavioural processes that facilitate individual meaning-making, and tacit knowledge can be described as the daily encounters an individual has that bring about holistic meaning (Kupers, 2008). To formulate a concept, individuals use examples taken from the environment. Theoretical knowledge provides the framework for debate, while critical analysis of content and context create a deconstruction of perspectives that shapes the design of solutions. Thus eportfolios develop flexibly according to individuality and program requirements. This function is of primary importance when considering the attributes of communities of practice. (e.g. active participation and open communication). In addition, eportfolios provide active encouragement that supports lifelong learning (Fitch, et. al, 2008); facilitates and embeds triple loop learning (Dubinsky, 2003); maintains constructive feedback from peers (Chatel, 2003); and activates professional and personal identity (Chambers & Wickersham, 2007). Peer interaction sustains the development, diffusion and dispersion of new knowledge (Miller & Benz, 2008). Traditional assessment methods undermine the efficacy of eportfolios by implementing standardisation as eportfolios should be regarded as more than a compilation of artifacts to be assessed out of context by rubric marking systems.
Design accentuates learning and assessment
Students have ownership of design layout and links as eportfolios are used to accentuate learning and assessment, in favour of assessment systems that are only supportive of assessment (Lyons, 2008). Design solutions arise as a means to support sustainable practice from within the community (Selby, 2006). Current use of eportfolios stems from learning communities archiving the range of teacher performance that has instigated reforms in the way technology is used (Wolf, 2006). Setting standards for eportfolios may be viewed as contradictory to learning and sustainability as feedback suggests that eportfolios are regarded by preservice teachers as an expression of formative learning. Historically, formal education has looked upon eportfolios as a means for summative assessment which places emphasis on institutional needs rather than on student requirement (Hoeltzel, 2004). Disparity in views regarding eportfolios stem from a distrust of ICT that is generated by Digital Immigrants who have had access to an era of education without technology (Matthies, 2010). Portfolios become the identity of the individual and are subject to change and influence directed by learning. Continually updating an eportfolio requires careful planning in order to stay true to its objective. Eportfolios present an authentic form of assessing activities and methodology in relation to pedagogy and practice. Literature reviews on this subject reveal that many practitioners have failed to see the connection between learning, eportfolios and communities of practice until recently (Lipscomb, et. al, 2007). For many students, the problem in creating efficient use of eportfolios has been in identifying and making the transition from paper. Lack of familiarity with software and other issues have prevented students from archiving projects culminating in an obvious lack of sharing. Much work has been invalidated by institutional expectation that is shaped by assessment rubrics as student work is limited to linking proficiency with standards. Reflection reveals that tacit knowledge (Simons, et. al., 2003) is left out by preservice teachers in order to abide by standardised assessment. Eportfolios are the potential to drive the values of a sharing, nurturing environment in such a way that promotes active participation and public sharing of knowledge. Learning the art of teaching through eportfolios has a student-centered approach with rapid prototyping that removes some of the anxiety and deterioration associated with inhibition.
From novice to practitioner
Blenkinsopp and Stalker (2004) state that as novices make the transition to professional, current knowledge and identity is subsumed by ongoing working knowledge that develops from acceptance of their new role. Challenges for novice practitioners lie in finding suitable expression within the community, where experience is acknowledged as valuable. Working knowledge helps the individual transition to the fresh setting as new identities are constructed within the framework of function. Group culture and identity become linked as individuals address mission statements to adapt and transform with the community. Accepting community policies indicates a responsibility towards the group that results in an emotional attachment to performance outcomes (Bonnette, 2006). Individuals become a representative state of the organisation. Learning trajectories (Andersson & Hellberg, 2009) evolve from day-dreaming about future events based on the potential of self. Projections of future identity (e.g. rise in seniority levels and commensurate status) facilitate in forming prospective values, attitudes and philosophies that depend on behavioural commitment. Praxis constitutes the embodied knowledge of individual and group that is enacted on a daily basis, and transactive memory (London, et. al, 2005) guides members to make community-centric decisions based on experience and learning. Cumulative knowledge is reflected in individual styles of effective pedagogy (Freebody, et. al, 2008). Knowledge creation develops new skill sets that maintain the desire to fulfil potential (Clark, et. al, 2008). In order to achieve individual potential, learning trajectories are the design of planned and sequential events (Geels & Raven, 2007). Implementation of activities that facilitate achieving goals reveal individual passion and interest (Latham, 2001). Practice and experience are transferable skills that are significant to constructing identity where reflection offers insights to discuss living knowledge in honest and open communication.
Conclusion
Globalisation has made apparent the need for continuous and connected learning to stay abreast of ongoing practice. Gathering the knowledge required to maintain strong external links also initiates insight for forward thinking practice. Insight developed from archived artifacts has been widely recognised as a means for investigating adaptability and transformation. Kupers suggests that one perspective is to view organisational learning as Gestalt. Gestalt unveils the relation the body plays in individual and collective learning. Rational strategies are often unaccommodating of human behaviour. Inclusive practice integrates mind and body, and offers an alternative. Design and planned methods of pedagogy have been based on linear approaches to instructional design. Models for instructional design should therefore reflect the complexity and chaos of any given community and technology should be considered a boon to the betterment of society. However caution is required when used for initiating intervention. Latterly technology has come to include wireless devices that reconfigure communication strategies that were unavoidably omitted from earlier research. We require a thorough understanding of communities of practice before solutions can be effective as social connections are not based on the idea that individuals think about projected behaviour. There is a link between what is done and what is felt. A logical starting point is when the individual makes a choice between what can be done and what cannot. This stage of learning precedes what is known, indicating a learning process that occurs between choice and acquiring knowledge. Correspondingly, there is a strong connection to intention, context, and performance. Individuals who embody knowledge are inclined to engage in active participation, where active participation encapsulates the study of process and meaning-making. Learning trajectories develop according to motivational needs that emerge from personal capability to transform. Maturity leads to more responsible acceptance of function and role that benefits group and community. While the strength of knowledge acquisition propels learning trajectories and ongoing developmental lines, weak areas become apparent and may hinder performance or further learning. For example, an individual may have attained a high cognitive stage of self-development, but have low to weak stages of development in self-verification processes. Phenomenology has an integral approach to analysing and understanding coherent discourse in learning. Embodied learning stabilises cognitive and behavioural methods of delivery. As sentient beings, humans embed what has been learned by performing daily activities until it is an habitual and unconscious process. The potential for multi-disciplinary learning offers the nexus for considered learning methods that add to, increase, or replace epistemic philosophy. Novice practitioners are advised to draw on their wealth of experience in technology and new knowledge to manage participation in communities of discourse.
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