Difference between revisions of "Talk:Nicole Miller's Mini Course"

(Comments about Mini-Course-- Stephanie Jenkins (talk))
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Thanks for the feedback, Stephanie.  I will add a link to my mini-course to the top of my portfolio page as you suggested.  I appreciate your input and advice! :)
 
Thanks for the feedback, Stephanie.  I will add a link to my mini-course to the top of my portfolio page as you suggested.  I appreciate your input and advice! :)
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==  -- [[User:Janewilde|Janewilde]] ([[User talk:Janewilde|talk]]) 14:42, 23 April 2014 (EDT) ==
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'''What I like/What worked well:'''
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'''* Intro:''' course title, clear info about what to expect in course, nice picture, clear headings for each lesson, effective links
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'''* Lesson 1:''' nice image, bold headings, information chunked, good resources, relevant meaningful activities, easy navigation
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'''What you might consider:'''
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'''* Intro:'''
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'''* Lesson 1:'''

Revision as of 14:42, 23 April 2014

-- Samantha Schwartz (talk) 18:23, 7 April 2014 (EDT)

Nicole, so far I really enjoy your mini-lesson. Your layout is easy to understand and easy to navigate! I especially like how your second activity is worked on through the wikipage by discussion post. Perhaps you could have posted the article in a link so the page doesn't feel overwhelmed by writing. Great job! -Samantha Schwartz

Re: -- Nicole Miller (talk) 20:35, 7 April 2014 (EDT)

Thanks for your feedback, Samantha. I actually went back and forth whether to link the reading or post it in its (lengthy) entirety on the page. Someone mentioned that they preferred the article being right there, easy access, but it does seem to overwhelm the page. I am willing to do whatever seems best for visual appeal and ease of the lesson. Thanks again!

Comments on mini-course -- Alicia Fernandez (talk) 10:49, 10 April 2014 (EDT)

Hi Nicole,

Your intro page is clear and explains the course objectives well. I did not include objectives in my Intro section and think this is a great idea. The introductory video is interesting and a good way to kick off the course.

In Lesson 1, the inspirational Ray Lewis photo and quote illustrated the topic well. I appreciate that you pasted the entire article but visually it is a lot to digest. Perhaps, you could summarize and provide a link or file for the whole article?

For Activity 2, where would participants discuss the article?

I absolutely LOVE Activity 3! The Effort Effect Quizlet game is so much fun and such a great way to engage learners.

Overall, I think you did a great job and your course is thoughtfully designed.

Re: Comments on mini-course -- Nicole Miller (talk) 18:58, 12 April 2014 (EDT)

Thanks for viewing my page Alicia! Under the directions for activity 2 is a link to a discussion page for students to write their responses to the reading. I am definitely going to link the reading instead of uploading the entire thing, it is a bit overwhelming for the page. Thanks for the advice! Glad you liked the Quizlet! It is a fun little tool for our lessons. ;)

Comments about Mini-Course-- Stephanie Jenkins (talk)

Great job! Your mini-course is very well organized and layed out, it is easy to navigate through the lessons once you get there. There is a lot of great information and all of your lessons are developing nicely. Maybe on your main page you want to put a link at the top to your mini-course, I wasn't sure where to find it. Jane helped me do this when we talked on the phone. Nice job!

Re: Comments about Mini-Course-- Nicole Miller (talk) 19:00, 12 April 2014 (EDT)

Thanks for the feedback, Stephanie. I will add a link to my mini-course to the top of my portfolio page as you suggested. I appreciate your input and advice! :)

-- Janewilde (talk) 14:42, 23 April 2014 (EDT)

What I like/What worked well:

* Intro: course title, clear info about what to expect in course, nice picture, clear headings for each lesson, effective links

* Lesson 1: nice image, bold headings, information chunked, good resources, relevant meaningful activities, easy navigation

What you might consider:

* Intro:

* Lesson 1: