ACADEMIC REFERENCING STYLES - Note

This is the full-length version of an article that will be published in the 'Times Higher Education' on 25th June 2009 (pp 24-25). It is online at: http://www.timeshighereducation.co.uk/story.asp?storycode=407112. It was originally written around 20th April; but THE asked me to shorten it to a 750-word piece for their Opinion section. I have done this - and you know what it is like when sacrifices have to be made. Anyway, here is the detailed article. I am especially keen to show a range of examples of the new author-year-type referencing system that I have proposed.

ACADEMIC REFERENCING STYLES:
Time to Move from Chaos to Order
by Alec Gill MBE

The internet is, fortunately, causing havoc with the way academics reference their source material. It is forcing a re-think about the archaic referencing rituals that are performed within the ‘ivory towers’ of academia.

In the pre-web days, it was reasonable to insist upon the curious underlining of book titles, the idiosyncratic italicisation when naming journals, single inverted commas for chapters within edited books, the dots, commas, brackets in specific places (or not) and full-stops here, there and everywhere. The permutation of punctuation is endless - and the methods of citing references are cumbersome.

Some departmental heads still vigorously defend their scholastic territory - perhaps to maintain a vestige of petty control. They had battled with bibliographies; therefore, the next generation of students must also uphold the outmoded practices.

Students today, however, are under a host of pressures never encountered before. Leaving aside financial and workload worries, they have to reference academic material from a wide range of multi-media sources (not envisaged even a few years ago). Overseas and mature students (and those with dyslexia) are often baffled by all the dots, commas, brackets and underlinings that are used to distinguish a variety of different source material. And joint-degree students (e.g., Politics and Law) have to switch between two different styles: ‘Harvard’ and footnotes. An international student from Turkmenistan was highly delighted when she mastered the referencing style used by the Open University (OU) – “I felt I had learnt the British method of referencing – and I was happy”. Then, after arriving at Hull University, she had to learn a completely new system and felt cheated.

From my own experience as a study advice tutor, I can testify that many of the departmental handbooks are grossly inadequate and often provide confusing guidelines. In theory, these should give reliable directions about how to reference; but in reality, they are riddled with inconsistencies. Even the best handbooks contain contradictory information within the examples that are meant to clarify the situation. And many a student has complained that some academics blatantly tell them to ignore the handbook completely and reference the way their lecturer tells them it must be done.

The referencing of websites has certainly put the cat amongst the pigeons. Many guidelines ignore the existence of the internet or provide an example from a traditional journal and merely add the URL (Uniform Resource Locator) web address at the end. However, a variety of web resources have no stated author, year or page number to cite. For example, the NHS (National Health Service), CBI (Confederation of British Industry), the BBC, and Hansard websites are classed as ‘corporate authorship’. Students have to guess how to reference such material. In addition, more and more students have to cite multi-media material: blogs, podcasts, DVDs, CDs, YouTube, works of art, television programmes, films, and so on.

In an endeavour to help academics cope with the citation complexities, new software has come into use in recent years. These programmes are certainly marvellous and do a great job. However, they tend to pander to the time-honoured comic convolutions of compiling a bibliography. EndNote is a dedicated “easy-to-use bibliography” package that claims to handle 3,300 journal styles. Microsoft’s Word 2007 now has a special ‘Citations & Bibliography’ section under its ‘Reference ribbon’. It formats references into a host of different publishing styles: APA, Chicago, GB7714, GOST, ISO690, MLA, SIST02, and Turabian (but, please, do not ask me to explain what they all mean). And, RefWorks is a web-based competitor to the two previous (static) systems. It is part of the new Web 2.0 ‘cloud’ technology that allows users to share their bibliographic material through social networking and also benefit from the two-way process.

All this juggling about, however, seems to be building a new Tower of Babel. It is time to change. Academic referencing must be reformed, unified and simplified. There has to be a move toward speed when referencing and the reduction of time-consuming keystrokes. My proposed method builds upon the traditional author-year system [popularly, but erroneously, referred to as the ‘Harvard’ system]. However, it strips away the guesswork element that has scholars looking for clues in order to work out whether the source is a book, journal, chapter, newspaper or whatever. I urge that italics, underlining, brackets, bold type, inverted commas and some full-stops are made obsolete. The aim of the new system is to be more explicit. That is, after stating the name(s) of the author and year, the citation openly tells the reader what type of resource follows - such as a book, website, painting, chapter, etc. The new system could be called: author-year-type. In effect, future bibliographies will insert the type of material that is being referred to; but save time, effort and the stress of going back and forth over the text to insert fancy formatting. The list at the end of the academic work will, of course, remain in alphabetical order. The way sources are cited within the body of the text will also stay the same (author, year, and page number where necessary).

Obviously, there has to be consistency, and this I hope to provide by showing a variety of specific examples (see below). Initially, I endeavoured to compile my own list of references. I wanted these to be genuine and began to hunt for appropriate material to cite. This proved difficult and I felt a certain bias creeping into the process. Then I came across a ready-made list that proved ideal. It is by the OU (in the UK) on their website. Although this list gave me a sound basis, I have taken the liberty to chop and change it around. Added to this, I have presented the following list of references in two broad categories: Traditional (books, journals, chapters) and Digital (websites, blogs, DVDs, TV programmes) – I have also inserted a corporate authorship and other web-based references (and deleted a couple).

TRADITIONAL SOURCES:

Chalke, S. 2003 Book: How to Succeed as a Working Parent, London: Hodder & Stoughton.

Thompson, K. 2003 Journal: Fantasy, Franchises, and Frodo Baggins: the Lord of the Rings and Modern Hollywood, The Velvet Light Trap, 52/Fall/45-63.

Mason, R. 1994 Chapter: The Educational Value of ISDN, in Mason, R. and Bacsich, P. (eds) ISDN: Applications in Education and Training, Exeter: Short Run Press.

Mackay, C. 2002 Newspaper: Alert over Big Cat, Daily Mirror, 4 July/28.

Halliday, J. 1995 Report: Assessment of the Accuracy of the DTI's Database of the UK Wind Speeds, Energy Technology Support Unit, ETSU-W-11/00401/REP.

Jones, J. 1994 Paper: Polymer Blends Based on Compact Disc Scrap, in Proceedings of the Annual Technical Conference, Society of Plastics Engineers, San Francisco, 1-5 May 1994, Brookfield, CT, 2865-2867.

Open University 1984 Text: T281 Basic Physical Science for Technology, Unit 9, 'Thermochemistry', Milton Keynes: Open University.

Morishita, M. 2003 Thesis: Empty Museums: Transculturation and the Development of Public Art Museums in Japan, Unpublished PhD, Milton Keynes: Open University.

Horan, D. 2002 Painting: Kipper in the Cat's Mouth, Watercolour: 20x30 cm, London: National Gallery.

DIGITAL SOURCES:

Spitzer, K.L., Eisenberg, M.B. and Lowe, C.A. 1998 Web: Information Literacy: Essential Skills for the Information Age, ERIC Clearinghouse on Information and Technology, Syracuse University (ED 427 780) http://ericit.org/toc/infoliteracytoc.shtml accessed 28 October 2003.

Open University Library 2005 Web: Welcome to the Open University Library http://library.open.ac.uk/ accessed 2 February 2006.

NHS (National Health Service) Choices 2009 Web: Jet Lag http://www.nhs.uk/conditions/Jet-lag/Pages/Introduction.aspx?url=Pages/What-is-it.aspx accessed 21 March 2009.

Cline, W.R. 1992 eBook: The Economics of Global Warming, Washington DC: Peterson Institute http://books.google.com/books?id=kTJvx2-fTYUC&printsec=frontcover accessed 2 June 2009.

Willie, S.S. 2003 eBook: Acting Black: College, Identity and the Performance of Race, Taylor and Francis e-book collection http://library.open.ac.uk/linking/index.php?id=311027 accessed 10 April 2006.

Virkus, S. 2003 eJournal: Information Literacy in Europe: a Literature Review, Information Research, 8/4/159 http://informationr.net/ir/8-4/paper159.html accessed 28 October 2003.

Cavendish, C. 2009 eNewspaper: Insane Spendaholics are Mortgaging our Future, The Times, 20 March http://www.timesonline.co.uk/tol/comment/columnists/camilla_cavendish/article5941273.ece accessed 2 June 2009.

MacLeod, D. 2007 eNewspaper: Oxbridge Trainee Teachers 'twice as likely to get jobs', Education Guardian, 3 August http://www.guardian.co.uk/education/2007/aug/03/schools.uk1 accessed 28 August 2008.

Sloniowski, L. 2005 Blog: Information Literacy in Canada - Because Sharing is Nice, 30 June http://blog.uwinnipeg.ca/ilig/archives/learning_objects/ accessed 2 February 2006.

Wings of a Butterfly 2005 Podcast: ABC Radio National, Sydney http://www.abc.net.au/rn/podcast/default.htm#mind accessed 16 September 2005.

Strang, W. 1903 ePainting: Neil Munro 1864-1930, National Galleries of Scotland http://www.nationalgalleries.org/index.php/collection/online_az/4:322/results/0/3342/ accessed 2 February 2006.

Open University 2008 DVD: T320 E-business Technologies: Foundations and Practice, DVD 1: Video Case Studies, Milton Keynes: Open University.

Knight, C.J. 1997 Email: Cumbrian Windfarms, May 29 to J.Q.Parker-Knoll.

The Apprentice 2008 TV: BBC1, 11 June.

Lord of the Rings: the Two Towers 2003 Film: Directed by Peter Jackson, New York: Newline Productions Inc.

My final recommendation - to prevent misunderstanding when referencing - is to avoid the use of only lowercase fonts in titles. I strongly advise the use of traditional capitalization of titles. The fashion for all lowercase titles is a passing fad that will fade. A recent example was when Hull City Council promoted “hull – the pioneering city”.

Academics often tell students to be objective when examining scientific situations. It is time to practise what we preach. We need to become detached and analytical about what is at the heart of scholarly inquiry – the way we reference our source material. Too much student and research time is wasted upon such trivial traditions. My motivation is to ease the stress upon our globe-trotting students, especially those who straddle academic disciplines.

Compiling a bibliography is not a game of Cluedo. The reader should not have to waste time guessing where a particular academic source is located. The purpose of a reference list is to enable other researchers to find the source material if they wish. And, the more explicit we make it, the better.

Reference reform is long overdue. The demands and pace of technological advances are forcing change in many areas of everyday life. Indeed, academics of all people, must apply scientific logic and critical thinking to their own methodology. The onus is upon us to bring referencing up to date and into the 21st century. This process is not ‘dumbing down’; it is a catching up with reality, de-cluttering absurdity, and joining the Digital Age.

[P.S. The above long version of this article was written before I attended the University of Bradford symposium on 'Referencing & Writing' (8 June). That is why - for those who noticed - the introductions are different - thanks.]

REFERENCES:

EndNote 2008 Web: EndNote X2 New Features http://www.endnote.com/enx2info.asp accessed 19 Dec 2008.

Gill, A. 1997 Web: Talk Topics - English, Psychology, Reminiscence, Hull’s Trawling Heritage, and Superstitions http://www.hull.ac.uk/php/cesag/index.htm accessed 5 January 2009.

Microsoft Office Online 2009 Web: Create a Bibliography http://office.microsoft.com/en-us/word/HA100674921033.aspx accessed 24 March 2009.

Open University 2009 Web: Citation Guides: OU Harvard Style, OU Library Services http://library.open.ac.uk/research/citastyle/index.cfm accessed 11 February 2009.

RefWorks 2009 Web: Your Online Research Management Writing and Collaboration Tool http://www.refworks.com/ accessed 19 March 2009.


Alec Gill - MBE BSc MSc FHEA
a.gill@hull.ac.uk
The University of Hull
Study Advice Service
Academic Tutor + MultiMedia Developer
01482.466344 - Office
www.hull.ac.uk/studyadvice
www.hull.ac.uk/php/cesag - my research work

FINAL WEEK - Brief, Initial Thoughts on Good Practice

Good practice during online tutoring is an essential element. We have been asked to list our own goals (briefly) in this area:

BE FRIENDLY: The personality and enthusiasm of the online tutor is an important ingredient when interacting with students. Hopefully, no amount of cold technology can stifle the human dimension,

LEARNING STYLES: Respect that everyone is different and absorbs information differently. Online design must provide a variety of approaches.

K.I.S.S. = Keep It Short & Simple: Clarity is key. Online activities must be explained clearly, goal-achievable, deadlines meet-able and assessment consistent.

RAPID RESPONSE: Asynchronous does not make it easy to be quick, but an effort has to be made to quickly follow up student requests. This aside, positive feedback is a key element - the 'back-patting' patter is a must.

FOLLOW-UP OPTION: Online students perhaps need to have the option to come back to the course - to clarify any points when the 'penny dropped' later.

WEEK THREE - Reflexions

Expectations can be both a blessing and a burden. Good or bad, we bring and unpack them into many life situations: a new date, house, job, or VLE computing course.

The major expectation I brought to this online experience was that I hoped to be shown how to organise and present - to our Hull University students - a brief [say, 90-minute] VLE workshop. I wanted to gain knowledge, for example, on how to:

• devise and try out online quizzes;
• structure activities that would engage our students in an educational and entertaining manner;
• invite them to raise specific questions and issues;
• get tips on the effective use of academic video clips online [say, via YouTube, with advice about how to get the best of this facility];
• debate important topics relevant to the subject of the workshops I plan to set up;
• search out specific academic material - either on the web or more traditional sources; and
• draft out a plan for a specific essay, assignment, report, etc.

These are some of my immediate goals that I must fulfil for my current campus computing work before this year is out. Although I did not have any of these specific 'great expectations' satisfied, I have ended up with something else. As John Lennon once sang, "Life is what happens whilst you are busy making other plans".

My eyes, instead, have been opened to a whole galaxy of useful social networking software (Web 2.0) that I had never encountered or used before. And, having been exposed to this dynamic material and been 'forced' to use it to achieve pre-set goals, I can see possibilities of how these applications might be useful for my current webwork and how they might be applied to a future academic context for our students.

The new software I have enjoyed using include:

• Delicious Bookmarking of websites - highly recommended;
• Google Documents for creating and storing useful material on the internet;
• Forum Discussions;
• FLICKR - this was used to answer the course question: "Who Am I?". Being a photographer [with 20 solo photo exhibitions in the UK and US], I took to the idea of trying a new venture to display my pictures. I need to get back to this website and improve the rushed work I did - lots of scope for growth. It is located at: http://www.flickr.com/photos/34788179@N03/;
• Checking Who's Online - call me nosey, but I often liked to check which of my fellow students were also online;
• Chat Room option - I found this useful from time to time (but soon realized that the chats were not as private as I at first assumed they should be - so I gradually ceased to use this facility here);
• PBWiki - this seemed a bit limited, but perhaps I still have aspects to discover (I need to check the web for tutorials about this application - YouTube can be good in this regard). Actually, thinking back, I seem to recall that there is a section dedicated for 'Educators' - something else I must explore - if I have time and remember all these things to explore; and
• Blogger.com - I have already reflected upon the value of this option in an earlier reflexion. The potential of using a blog with our students, however, is another multi-media area that needs to be investigated at some future time.

GREEN TEAM Collaboration - it continued to be a positive experience this week with the rest of the gang. There feels to be a high degree of warmth and helpfulness between us - even though we are spread out (as far as Australia in one case). It feels like what the military call the 'buddy' system - whereby we look out for each other. The main thing, as far as I am concerned, is that we just 'get the job done and move on'. We are not out to win the Noble Peace Prize, it is simply an online exercise and I feel we performed well and did what was asked of us. From a brief glance at next week's tasks, it seems that the teams will no longer be necessary. On one hand, I will miss that aspect, but on the other, I am looking forward to completing the course because I have two immediate goals I wish to complete (outside my paid academic work): (1) an article about referencing academic sources and (2) complete the final of seven modules (Excel) for the ECDL [European Computer Driving Licence] before the three-year deadline in August this year.

SET READINGS - later in the week than planned, I got my teeth into the set readings (added to this, there seemed more of them this week). Nevertheless, they are very interesting and will prove useful once I get back to my university work (proper) and start to put some of the 'theoretical' material into 'practice'.

AT WORK - we began our tentative steps to introduce Skype-to-Skype for the future benefit of our students. That is, we will direct most of our students - with what we call 'quick queries' [mainly about how to reference academic work] - to contact us via Skype. Further, it will be an option for our Overseas and Distant Learners (ODL) to contact us for study advice. It is all very exciting and should be great once all the technical hurdles are overcome.

That is all for this week...

WEEK TWO - Final Reflexions

During this second week online I had an interesting dialogue with Lindsey Fulker. In essence, it was about 'academics verse computer techno-types' within the same university. A summary of our discussion went:

"...our university is the same as yours, especially the computer people when they say things like 'we do not support this or that application / software'. They issue an implied 'threat' that if you do something outside THEIR control, then 'upon your head be it'! For example, my boss and I are keen for us to use Skype as a means of contacting our students (especially if they have, say, a quick query about referencing). But, just to cover ourselves, she suggested I email the computer service to get their opinion on this new situation. I know the bloke who replied (and he is OK), nevertheless, he came back with computer-jargon: intranet or internet, and wittered on about some proxy server addresses and post IDs - without explaining what these things meant in plain English. My boss was angry and said 'they like to make us feel small' by using techno-speak. Anyway, as you say, institutions have this thing about 'SUPPORT', but it really results in our multi-media creativity being SMOTHERED. The computer buffs prefer to deal with their machines / equipment / objects / software - and rarely come f2f with students. Also reflecting upon what you said, the present online experience is refreshing in that sense of diving into the Web 2.0 experience and encouraging us to use the new packages out there."

Therefore, academics should be able to shake off the straight-jacket and regulations of having to use strictly controlled software (institutionally-approved VLEs), be truly 'supported' by our computer colleagues, and be allowed to engage with our students in their own Web 2.0 environments where they feel comfortable.
Overall, though, the Green Team did extremely well, we collaborated in many areas and completed our tasks before the deadline. It was fun. Bring on Week Three...

WEEK TWO - More Reflexions

Blogs are a bit like diaries. Apart from my Outlook Calendar for future appointments (mainly centred around my University work), I do not keep a diary or record of what I do - I just get on with it and move on. Indeed, I dislike diary-keeping. Nevertheless, since doing this VLE course, I feel fairly comfortable about doing a blog - indeed, I was eager to start this one!

The second week is drawing to an end now. I have just finished doing the proof-reading and tidying up of the Green Team's Google Document Presentation. Geli has done most of the actual work and structuring. As reported in the previous posting, I did my bit on Friday 13th and that contribution seemed to have some constructive benefit to the team effort - see more details later.

Actually, talking about Friday the 13th, I commented to Katy (my boss) that "this has been the first year for ages that no one from the media has been in touch with me to talk on radio or TV about Superstitions". Then, as I was making a pot of tea for my lunch, she dashed into the office kitchen and urgently informed me that LBC (a London radio station) was on the phone and wanted me to do an interview. It turned out that a presenter called Jeni Barnett was doing her show and wanted me on at 2 pm. Katy kindly blocked out any potential student appointments on our booking system to free my time for the call. Anyway, it was a great interview and she gave me lots of time to speak. Most interviewers set out to make fun of superstitions, but she was genuinely interested, gave me more time on air than usual and said I had made a positive contribution to the afternoon on the topic.

Anyway, back to these academic reflexions. I have learnt a lot and am happy with the team interaction. I was keen to agree with the view that we should argue that "online participation should be compulsory". In one discussion I stated: "Yes, I fully agree that we should push the FOR argument. My premise was: "The very fact that someone has joined / subscribed to an online course implies a compulsion to partake in the required activities". ANALOGY: The very fact that a passenger buys a train ticket strongly implies that s/he will join and travel on the train."

I also proposed an Outline as follows:
WHO: "Who We Are" as the Green Team - perhaps we could each insert a photo and one-line blurb (if we have time)
WHAT: The Purpose of our Presentation - keep it short, sweet and simple (Less is More). That is, we are FOR the motion...
HOW: Structure (80% of our slides)
WHY: The Benefits when students part-take online

By chance, I read an article in The Times which had a bearing on the course. It was an article in Times 2 by Matt Symonds (2009 - Wed 11th Feb 8-9) 'How to Connect to Generation Y'. He puts forward the view that "Students live their lives on FaceBook and the colleges are finally starting to get the idea".

Therefore, although the Green Team are adopting a tough FOR line, we also state that university VLEs are boring [because they like to keep CONTROL] and tutors / institutions have to devise ways to increase online participation so that students want to part-take. That is, follow the Oxford VLE course approach, embrace Web 2.0 and establish themselves on FaceBook, Flickr, My Space, Blogger, etc. The mountain has to come to Mohamed - or something like that? I stated that 'VLE = Very Limited Experience' because academics are obsessed with control. The classroom / lecture model has to go. Given this approach, the students will be keen to part-take on the online course and not feel any pressure upon them.

I will end here and post this blog. If any more thoughts come to me it is easy to add them. That is a beautiful aspect of blogging...

WEEK TWO - Reflexions

Now coming to the end of another 'hectic' week with the Oxford online VLE computer course. This week we have been allocated into three different groups: RED, GREEN and BLUE. I am in the GREEN TEAM. It turns out that we are the smallest group with six members (the other two each have seven). Nevertheless, being 'physically-challenged' myself, I am of the firm opinion that "small is beautiful".
The team are a great set of people. Lindsey started the ball rolling by suggesting we used Google Documents [Docs]. I confirmed that I was also a gmail user; however, I knew nothing of this aspect of Google, but was keen to learn.
Geli then stepped in because he had used this facility before and he took it upon himself to get us all registered - he did this fairly promptly.
Jenny then pitched in quickly [and did a good job inserting useful slides to the presentation] because she is off ski-ing for a break on Friday for a week. This will bring our number down to five - but the Green Team will soldier on.
John had some problems due to being busy at work and home, etc. Actually, I had previously checked his blog and left a comment about how busy his life seemed. He left messages on our Discussion board apologizing, and promised to get into things this coming weekend - I am sure he will.
Maxine in Australia input some brilliant ideas and slides to our presentation (despite a visit to her dentist).
I, in the meantime, inserted a logo (Robin Hood) and really, really wanted the team to use a Green Template from within Docs, but failed to get to grips with this application. It did not 'behave' as I expected it to do. I am a fan of PowerPoint 2007 [having recently passed my ECDL - European Computer Driving Licence - in that module] and tried some techniques from that software, but they did not work. I got very frustrated and felt that my contribution (and team effort) was being wasted.
Another delaying factor for me was that my partner was taking off to France for a week via EuroStar to improve her French. Therefore, that took a necessary priority during the earlier part of the week. Audrey departed on Thursday morning and I got down to things properly after that.
After catching up with a backlog of reading from Discussion boards and drafting out some ideas, I was then in a position to add something more tangible to our Google Docs presentation. I set my alarm clock for 0530 on Friday 13th, got up early, logged on and put my ideas down for the rest of the team to consider.
I will return to this blog later...

WEEK ONE - Reflexions

For this task each student has to put down his/her thoughts on the course so far. These are mine in no particular order:

1. I am slowly getting used to some of the chit-chat that goes on within these online courses. Personally, I prefer to 'hold back' and not start spouting about anything until I have weighed up the situation. I do this in face-to-face (F2F) meetings most of the time. I never was one for small talk. Perhaps it comes from being a Psychologist and Historian [I prefer to observe rather than get involved and change the situation under observation]; my parents were not loud mouths; and a boss from my Export Manager days (Alan Webster from Gentransco) always used to say "keep your powder dry". So that is my style with these gatherings - and now I have transferred it to online groups too. However, I feel that this will change as the month-long course progresses.

2. I am looking forward to next week when, I assume, we will begin to learn about more specific aspects of teaching online, etc. I want to end this course armed with a set of multi-media tools that I can put to good use for the benefit of our students.

3. One of the things I have felt concerns feedback. It is essential that an online student receives fairly quick feedback after they have made a comment or entered into a discussion. Obviously, Patsy at Oxford is fully aware of this and she is good at responding - in a positive manner - fairly rapidly. It is a full-time job monitoring such a course. It needs more than one person doing such a task. I express this feeling because, until I have got used to navigating around the system, I thought that one of my contributions was being ignored.

4. I enjoyed putting into effect both the Delicious Bookmarking system and Flickr photo website. Added to this, now that I am 'forced' to use it again (after an absence of four years), I now fully appreciate the Blogger.com website. It has many useful features, the help system is 'helpful', and the appearance can be altered in such a variety of ways. It is fun. Equally, I failed to realize, all those years ago and until the other day, that anybody could have as many blogs as they wished. For some stupid reason I believed that each person was only allowed one blog and, if you needed another, you had to apply separately. Added to this, I somehow lost my old password and found it extremely difficult to get back into my old (2005) blog. This resulted in me thinking that I would perhaps need a new email address in order to 'trick' my way back into the blog system! Needless to say, after some head-banging-against-the-wall moments, I got back into the Google/Blogger system. All's Well that Ends Well.

5. Next week I need to read through more of the tips provided by the other contributors - otherwise, I will limit my learning opportunities. Some good points are being made, especially by the tutors.

6. Oxford Brookes webpage layout / design: I feel there is an over burden of boxes. For me, the whole feel is too box-y and in the style of an early 1990s layout [perhaps based upon tables rather than CSS]. I am not a Cascading Style Sheet expert (I know nothing), but feel that your website or BlackBoard layout will have to have a complete re-design sooner than later.

7. I know three of us (Robyn, myself and, perhaps, Judith) are on this course because we wish to implement short one-hour workshops for our students. Our VLEs will not be intensive, month- or semester-long, "let's-have-a-party" and form a 'social network' courses. What we want primarily is ideas, techniques and tools for courses that are short, sweet and simple.

That brings me to the end of my 'academic reflexions' for this first week. Bye for now, Alec in Hull.