Digital Writing Lab Link

An excellent resource including lesson plans. Check out the storify lesson plan for inspiration.,


YouTube Overview

YouTube can be a powerful tool for enabling and sharing Student-generated content.

Features of YouTube:

  • Ubiquitous
  • Free
  • Quick
  • Create and share Playlists
  • Favourite and share videos
  • Comment on videos
  • upload from mobile via MMS, email, or apps
  • Integration with iOS and Android devices
  • Integration with Google Plus Hangouts – ‘Livestreaming’ & ‘archiving’.
  • Basic editing via web browser on Mac or PC
  • Annotate videos and embed URL links
  • Copyright checking of content!
  • Relatively good content policies
  • A visual search tool!
  • Useful Help section, including hints on recording.


  • Advertising
  • Can be slow connection on campus – due to popularity and Internet bottlenecks
  • Weeding through the rubbish
  • Audio tends to be an after-thought

Academic Research on Blogging

A couple of useful papers on educational blogging by the founder of

Farmer, J. (2003). Communication dynamics : Discussion boards , weblogs and the development of communities of inquiry in online learning environments Introduction and background : Towards social constructivism and. (R. Atkinson, C. McBeath, D. Jonas-Dwyer, & R. Phillips, Eds.)Elearning, (1999), 274-283. Retrieved from

Blogs @ anywhere: High fidelity online communication

Authors: Anne Bartlett-Bragg, James Farmer

Abstract: Since early 2001 several institutions and many individual teachers have incorporated blogging into their online pedagogical strategies. During this time, weblog (blog) publishing technologies have evolved towards accessibility and ease of use and the technological barriers preventing adoption have, to a degree, dissolved. Blogs and their associated technologies are arguably heralding the most significant technological development in online teaching and learning since the introduction of enterprise level Learning Management Systems (LMS) (Downes 2004). This development is all the more significant as a result of the communication dynamics inherent within blog technologies. Whereas an LMS stores and presents all information on a centralised and hierarchical basis, bound within the subject and the organisation, blogs are distributed, aggregated, open and independent. Through the use of blogs, it is suggested that teachers and learners are becoming empowered, motivated, reflective and connected practitioners in new knowledge environments. The balance between individualised and centralised technologies is restored. The application of weblogs in an education setting will, at best, have a limited impact if due consideration of these developing communication dynamics are ignored. This paper includes a brief review of some of the institutional and individual blog projects that are taking place in higher education. In doing so it examines the different types of blog environments that are being used in terms of their communication dynamics and subsequent impact upon teachers, learners and pedagogy. Further, a more detailed examination is made of the use of blogs in teaching and learning in courses at the University of Technology Sydney (UTS). In light of these studies and examination, possible approaches to implementing blogs in institutional settings are outlined in the form of an alternative Online Learning Environment. In addition, a study to be undertaken in 2006 examining the impact of blogs on teaching and learning at Deakin University will be described.

Publisher: Australasian Society for Computers in Learning in Tertiary Education–anywhere-high-fidelity-online-communication/

Mobile Blogging: A Guide for Educators

Authors: Thomas Cochrane

MLearn 2007

Educause Learning Initiative. (2009). 7 Things You Should Know About. Educause. Retrieved from