This study used representational affordances of IT to trace meaning making as the semiotic actions of training teachers in a web-based educational practice. 18 weeks of asynchronous communications were analysed using Mediated Discourse Analysis. Results showed a process orientation in communication. Students were exposed to a variety of experiences and opinions, helping them to find ways to relate to theory. The link between theory and practice was helped by strategies as:

• building upon the collective –from I to we
• introducing a cultural or historical shift
• making “different” known and shared by the group
• revisiting earlier established concepts from the course

Results point towards the importance to address design aspects of working with the impact of other’s represented experience and ‘distance’ as representations of actions providing distance to self, practice and thought as pedagogical aspects of the web based environment.