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This is a very interesting study done by Andrea Lunsford at Stanford which suggests that the rise of social software has had a positive effect on students' writing. Interesting to read some of the things the students valued about their participation in the study - peer feedback, detailed editing-style commentary on their scripts & so on.

Social networking as the means to reviving students' flagging literacy skills? This short post gives the background to a bigger study by Andrea Lunsford, the Stanford Study of Writing (which I shall bookmark separately_.

Article by Stanley Fish which raises some interesting questions about the place of writing in university study, and whether it should be embedded in the disciplines or taught separately. It plays into wider debates about canon-formation. More relevant to the US system but still interesting I thought.

I like danah boyd's work on social media - her writing is very easy to read and always resists & deconstructs the simplifications that the mainstream media come up with in relation to technology and society. This talk is not as research-y as her other papers, but I like it because to a tech-novice such as myself it explains some of the principles behind social networking in easily comprehensible ways. The five properties of social media and three dynamics towards the end of the paper have been helpful for me in thinking about how to understand, and manage, the online mentoring for our social networking project.

Interesting how much is being planned for Wave months before it will be released

Links to the presentations at the SCAP conference last week - I am unlikely to have time to write a report - but do ask me about anything.

This is a clearer model of the application of logical levels in Academic writing and reflection than I have used in the past.

Very good advice - I did a photoreading course some time ago and the activation stage was crucial - ie when you put the book away and revise what you have learnt from it. The other thing that was not mentioned here which I think is interesting is to do a mindmap or list of what you already know before you read something - I don't know how students here would find it - at Londonmet they found it very difficult - and we really surprised at how much they did know - and how it made reading easier.

I found this a while ago. It's interesting but I don't actually think it's that good a report, it doesn't compare things consistently. It does have a nice section on guidelines for running a session in a virtual classroom. We should probably write our own ESD 'virtual classroom' review and this report would provide a good starting point for putting together some criteria to review against.

A review of 'virtual classroom' software done by a company called Kineo.

Oh, just thought, we could probably use Jane Hart's tool list to put together the list of tools to review.