On Sat, 04 Dec 2010 22:58:32 -0500 Gregory Pittman <gregp_ky at yahoo.com> dijo:
>I think the idea is interesting, but certainly needs some additional >thought about how it might work. Ideally, it would need to work so >that each "student" might follow the course in his own time frame, so >in that sense it might be like programmed learning texts that appeared >some years ago. This was my initial notion as well. A problem with classroom courses is getting everyone available at the start date. >I can imagine there could be merit in having this course in the form >of modules, where one module might involve fonts, another color >management, and while there might be some suggestions of a recommended >order in which to follow, one might also skip around a bit, as various >aspects of DTP came to ones consciousness or became necessary to know >in more depth. One could also have different sets of recommendations >depending on a person's interest, since someone whose main interest >might be creating a newsletter in black and white would need a >different set of knowledge than someone who wants to print a >full-color catalog. I like the idea of modules. And I like the idea of making them matched to what a user needs. Certainly this way of doing it would be best for the DTP part. Excellent suggestions. For the parts about how to use Scribus perhaps things should be ordered in a more serial fashion. E.g., start with basic notions, that Scribus is page based so text doesn't automatically flow, and on to frames and how they are used, etc. This could parallel the manual. Some additional random thoughts: Should purchase of the manual be required? Strongly urged? I'd suggest that it be aimed at 1.4.0, which will probably be released by the time the "school" is running. It would need a website. Could it be on the Scribus website? Elsewhere? We need an outline or list of modules or topics. I have no idea where to start. We need some "styles" so that a module created by one volunteer has the same look and feel as modules created by other volunteers. The nature of the "styles" is not terribly important; what is important is consistency. Along with "styles" we need a guide to creating a good module. E.g., don't just tell them; make them do it. When they do it they will remember. A little attention to principles of pedagogy will improve the learning experience. My original thought was that there would be assignments and volunteers would check them over as completed. But after considering the module idea I think that is unnecessary and cumbersome. If the student completes a module without a problem, there is no need for instructor intervention. Yet there needs to be a mechanism for a student to get help when having trouble with a module. A forum mechanism? Here on this list? A separate list?
