Aspects of this particular reading align with strategies that I am implementing with the students in terms of the use of the Year Level Google+ Community.  More specifically, the last section highlighted in pink that reads "Online asynchronous discussions also provide learners with opportunities to prepare, reflect, think, and search for additional information before participating in a discussion".  The strategies are not in exact alignment, in that students are not necessarily searching for additional information before participating in a discussion.  

However, a recent blog post that I wrote shows how one of the learners in my Target Group, through a highly scaffolded approach, was able to Dive Deep into the 'How' and 'Why' of the usefulness of the Year 11 DigiTech Google+ Community.  This aligns with the section in the reading highlighted in yellow that says "Providing a scaffold has been an effective strategy for helping students perform high-order cognitive activities, particularly reading".  By delving deep into the 'How' and 'Why', the learner was able to "prepare, reflect, and think ... before participating in a discussion".  

This approach has been particularly effective in progressing student understanding at a deeper level for this particular learner.  It is also fortuitous that this learner is well respected within the class, and others learners respond well to the examples of this learners' work that is shared in the Year 11 DigiTech Google+ Community.  This helps, as the length of the academic year doesn't allow for this level of depth to be taught, without jeopardising the time that is required to enable students to learn and gain NCEA credits in the classroom.