A pdf 'scroll' that contains three, embedded interactive movies. This is an experiment in 'movie books'.

Softvideo is what happens when the computer is the only medium of publication for video. This essay details the implications and softvideo and describes some teaching projects that use softvideo.

A tutorial that uses QuickTime Pro to show how you can edit in QuickTime and its implications for softvideo and video blogging as softvideo and QuickTime lets us make creative, low bit rate video.

Introduction to the integration and use of blogs in the teaching of media studies.

I identify which material affordances of networked writing blogs exploit, and then use this as the basis for a critique of video blogging. From this I argue for a different video blog practice where video is more 'blog like' and network aware and porous.

Essay where the term softvideo is introduced. This explores the possibilities and affordances of video when the computer and network is treated as the form of consumption and not only distribution.

An essay for an Australian media journal that begins to identify the ways in which blogs and blogging are similar to documentary practice. Uses Bill Nichol's work to help sketch it out.

Slides from a brief introduction at the Affective Atlas 01 Symposium (Melbourne, October 2007) outlining why the larger project is entitled "affective atlas". Uses Deleuze's concept of affect and applies it to a digital atlas.

My series of critical responses to the contributors of the "Hypertexts and Interactives" section of the First Person Reader.

Introduction to what network literacy is, and its implications for media education.

This is an anthology borne from a research symposium I hosted ("I Link Therefore I Am") where all contributions where appropriated and remixed by honours students responding to a brief to reconsider what academic publishing might be if it were invented by a networked age.

Network literacy are those skills that are required to be a peer and participant within contemporary information ecologies (let's just call that the Internet). This essay introduces the idea of network literacy, and goes on to discuss some of the implications of this for media education.

A commonplace observation in education is that students ought to learn how they learn because understanding the processes of learning facilitates the development of deep learning. Undertaking and documenting this reflective practice in humanities disciplines has been unclear, to date, for the student and the evaluator because the ideology of writing has always presumed an idea of interiority and reflection. Weblogs combine writing as introspection and networked literacy as 'extraspection' to provide a model for a reflective writing practice that encourages the development of discursive 'networked knowledge objects'. As networked knowledge objects weblogs provide an outstanding methodology for reflective practice, and document this for the learner and evaluator.

Writing on specific hypertext titles appears to have commonly confused reviewing with criticism. These are two distinct though complementary genres and each ought to have quite individuated aims and objects.

In this brief essay I argue for the materiality of hypertext as a necessary part of interpretation while arguing that the intent of the work is the work for itself, not to be confused with the intent of the author, reader, narrator or whatever.