Life of a Feedbook (fiction thus far)

I've taken the idea of a feedbook, tested out various ways of implementing one in my context and come up with a working version. I came across the idea of a feedbook from Dave Cormier and it has also been influenced by various ideas from Leigh Blackall (networked learning) and George Siemens (connectivism) and many more...

Rather than using the same old resources with each cohort of learners, our teacher uses a 'feedbook'. There is a wealth of information about the topic "Audio in Education' on the web, and combining the use of RSS feeds, a bit of javascript (Feed2JS), and some 'social technologies', our teacher is able to create a movable feast of resources. At the base of the page there are some links to 'how-to', reference and tools that are continually relevant. These will always be here! The basic layout of the page is as follows:

A - (Top left, dynamic) - newly discovered and/or written items. These are fed into the section using SuprGlu
B - (Top right, dynamic) - items from the teacher's blog initially, and expansion to include student blogs also
C - (Base, static) - foundation items, permanent links to reference information etc
D - (Base right, static) - images sourced through Flickr

Before a new group commences
Our teacher reviews the static content of the page (located at C). Since the last time the course was run, there have been some great new resources appear on the web, so they are added to the How To section. Suprglu is still gathering various feeds about Using Audio in Educartion, so there is some fresh material in section A already. No work needed there!
To make the students feel at home, a welcome post is added to the teacher's blog so that shows up on the right hand side of the page (B). Handouts for learners on how to contribute to the feed and set up their own blogs are printed out.

When classes start
Learners are introduced to the feedbook as a critical part of their class website. They are encouraged and shown how to use del.icio.us and tag items using the shared tag of 'edaudio', how to create individual blogs and how to comment on each other's blogs.
To begin with some students feel most comfortable commenting on the teacher's
blog and are excited by how their comments appear in moments on the class page. Other students dive right into creating their own blogs and start sharing their reflections and discoveries straightaway.

3 weeks later
Several students are actively using del.icio.us, tagging items with the shared tag of 'edaudio'. When their items appear in the feed (A), the teacher facilitates discussion about the items - either in the classroom or online.
The other students are reminded in this way about using del.icio.us. Feeds from the students' blogs are progressively added to the right hand side of the page (B).
Students are also commenting on the teacher’s blog - making it more of a class space, rather than a teacher voice only. The teacher facilitates linkages between material in the feed and the learning activities that are taking place in the course.
Students appreciate the static links - the how to's, reference material and links to tools which are always there. The teacher is starting to see the students becoming aware of and excited about the availability of a lot of relevant information on the web about their industry. The learners are developing their information and media literacy further and a self sufficiency that will be invaluable in their working lives.