1. E-learning, methodology and the dissemination of Praxis Mark Johnson University of Bolton [email_address]

3. A VSM Characterisation 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

4. Strong Attenuation 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

5. Strong Attenuation.. “Now do as I say!!” 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

6. Getting bored…? 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

7. Weak attenuation.. “Discuss amongst yourselves…” 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

8. Self-organisation of learners 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

9. From weak attenuation to chaos.. 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

10. A Special Case: the ‘Aesthetic object’ 5. Strategy 4. forecasting 3. Day-to-day 1.Components 2.Control command monitoring ENVIRONMENT

12. The fluctuations of structure produced by a learning sequence creates an environment of constant challenge to the individual. The choice for the learner is always whether to adapt and survive within the learning environment, or to reject their commitment to their learning. This decision is made in the context of other communities of practice the learner belongs to.

13. The effectiveness of the strategy of a learning sequence is to create environmental challenge in such a way that learners choose to adapt rather than reject their learning commitment.

16. Questions