ABSTRACT
In this chapter I present a reflective and analytic account of an aspect of curriculum development of a postgraduate course for human resource development professionals which was undertaken as a process of longitudinal action research. My role whilst undertaking this research was as course director. Earlier published work (Edwards and Hammond 1998) discusses the introduction of e-mail discussion into this distance learning programme to enhance dialogic learning and critical thinking. The reason for introducing e-mail discussion forums and then the intranet was to complement text-based and face-to-face teaching and learning aspects of the course with collaborative networked learning using these information and communication technologies (McConnell 1994; McConnell et al. 2000). In particular the intention was to exploit the potentially collaborative and dialogic attributes of electronic communicative technologies through what Hodgson names as a constructionist orientation (Hodgson 2000).
