Revelations of the research 93 Authentic contexts 94 Authentic activities 94 Access to expert performances and the modeling of processes Multiple roles and perspectives Collaborative construction of knowledge Reflection to enable abstractions to be formed 97 Articulation to enable tacit knowledge to be made explicit Coaching and scaffolding by the teacher at critical times Authentic assessment of learning Conclusions 102 References cited 104 CHAPTER 4. BELLY OF THE WHALE OR CREST OF THE WAVE: A PEDAGOGICAL JOURNEY THROUGH EPISTEMIC SEA CHANGE Intersubj ectivity through "Multiplicity of Locations and Positions" Ill Challenges facing education Epistemic sea change Belly of the whale and/or crest of the wave? Setting a course for a values and visions based future Webs of support and engaged accountability (WoSEA) Community is the key Conclusions References cited CHAPTER 5. GENERAL CONCLUSION References cited community, growth, education, relationships, and connections. In my dissertation, which exults these same fundamental components of life, I feel the need to embellish this saying with the words, "it takes a community to weave a dissertation." I researched and wrote this dissertation, of course, but this research and writing never could have or would have happened without the support, love, encouragement, and engaged accountability of those of you who have come together in "community" to facilitate the process. It would be impossible in this short space to thank all of you personally, but I hope that even though I cannot mention you all by name that each of you can trace the threads that you have contributed through the tapestry of this dissertation. A special thank you to the following people for their tremendous contributions to this dissertation and to my life. Thank you Mom and Dad, for your unconditional love and support which led me to believe that I can do anything. This dissertation could not have happened without the gifts of "belief in myself' and "passion for life" that you bestowed upon me. Thank you to all of the Edunet participants; to the students, teachers, administrators, friends, and family who shared the hopes, fears, concerns, and visions of teaching and learning that wove the Edunet listserv into the "online community" I engaged in and studied for this dissertation. I found in your "voices" the call to weave "Webs of Support and Engaged Accountability" that might provide us with the space, time, and encouraging atmosphere to make meaning of learning and teaching in this Information Age in which we live. ix A special thanks to Cindy Graham for her encouragement and support for presenting my Edunet research at a conference in Canada. This generous support encouraged me to pick up my dissertation and to start writing again after a hiatus of over five years. Gail Craig and her online enhanced Exceptional Learner students provided me with incredible opportunities to apply what I had learned from the Edunet research about creating space and an environment to facilitate connection, conversation, and...