Ross Priory, Scotland (and we're just being told that the place is cursed, apparently...).
The next presentation here at ICE 3 is by Colleen McKenna and Claire McAvinia, who present thoughts on work they've done in getting students to create hypertext assignments. To what extent does some work challenge traditional essay writing, and does it make more visible the features of conventional linear argumentation? Does this work liberate the thinking of these student writers?
There's already a good deal of interest in exploring hypertext writing for non-academic text (fiction, poetry, reflective writing, etc.); however, less has been written about presenting academic non-fiction writing in a hypertext format and assessing student writing of this form. Hypertext might offer a different type of meaning-making which privileges exploration over conclusion, as David Kolb suggests. Such writing claims a factual territory rather than pointing to any one source of truth. Gunther Kress similarly distinguishes between the temporal logic of traditional academic argument and the spatial logic of the image, which predominates in screen-based hypertextual media.