ABSTRACT
There is a danger that we do not know how our professional practice has developed out of innovations from the past. We are continually asked to adopt the newest form of technology, ‘enter cyberspace’ and reach out to people who do not yet know that they are expected to be learning in a more formal way. We are constantly exhorted to reach more learners, engage their employers and deliver the ultimate goals of creating an economically successful, world-class workforce (Hillier and Jameson, 2003; Hillier, 2006). What lessons can we learn from earlier developments and from practitioners who were being creative in earlier decades? Second, what kinds of learning have practitioners been fostering?
