Teaching from both FrankenMOO and Frankenstein, I have found it less useful to make discriminations between reading and MOOing than to allow my students to explore how these parallel activities interanimate each other, making interactive, exploratory, "writerly" modes of reading more apparent in both.
MOOing is more overtly transactional than print-based textual reading is; it is interactive and interpretive in ways that a student can grasp relatively easily.
The activity of MOOing combines these positions with a fluidity that can make it hard to differentiate them.
Undergraduate students generally perceive MOOing as "fun," which can be a tremendous advantage in the classroom.
11) Also note that the immersive aspect of MOOing contributes as much to this experience as the interactive aspect.
17) If consumerist surfing outweighs MOOing and other "writerly" forms of online activity, perhaps we need to inquire into the relation between consumerist electronic networked activities and postmodern hypertext theory.