I work in the Centre for Educational Technology at the University of Cape Town. I am interested in exploring how one creates learning activities that can be effectively integrated into university courses (which I believe is generally a weak point in current uses on technology in education in all but a few areas). I have been curious about the breadth of ideas that one can draw on, including video+text editing, rule-based feedback, staff/academic/curriculum development, multimodality (and related social linguistic topics), agile software design, activity systems, epideictic rhetoric (in research rhetoric), multilevel transactional workflows (in execution models for learning activities), etc. Such ideas seem particularly important if we are to articulate how new creative and engaging applications of educational technology extend, within every day practice, the designs embedded in stereotypical delivery of content, quizzes and gimcrack learning objects. I am collaborating with Andrew Morrison and Jane Stadler on a chapter for the exciting and innovative MULTIMO book. We describe a learning activity for a film theory course where students select and sequence video clips, write a script and answer questions in an integrated and feedback-rich interface to produce a rough edit of a Film Noir story.