The other issue alluded to in the Brooks document (search: Crotchless Horsemen, p.24) is that students will work hard on ensuring the links worked, images loaded etc. I have seen this behaviour in students before when the fine tuning of the document became important because a good presentation job was actually possible, and that tinkering was possible, and worthwhile. Thinking back to my handwritten, hand drawn school projects (complete with smudges, typos, glue squelches, et al) – I knew they were visually vile, and then ARGH! “Not your best work.” I believe there is a potential for generating better student work when the process of creation is separated from the process of presentation; and that there is an improved chance students will engage, and go the step or two beyond the constraints of the project, because they can and because the reward is immediately visible and – importantly – the skill set is transferable. The skills learned at school writing blogs and preparing video and images is directly useful to the facebook or whatever social networking option is the flavour of the day. I can’t say I ever found school projects motivating or in any way applicable to my after school life. Well, to be fair, I am much tidier with glue now, so it wasn’t a total loss.