2010/8/23 Karsten Wade <[email protected]>: > the first through fifth edits.) Are you just providing a model for > consideration that I can apply across all of them? Or am I lucky and > that's the only one with problems? :)
It was kinda a model, but I'm happy to provide detailed feedback. I was in-between block-building and book-reading when I wrote my message. > I'm not sure what I was planning on doing with them at the end; I > don't think I really visualized how they would be inline or not. > In my mind, this is an exercise in confirming or rewriting the > existing chapter. I am reverse engineering what we did, making sure OK, perhaps I missed that purpose at some point in the recent past, or failed to spot it somewhere else. Your lack of certainty works just fine for me. I don't necessarily have answers to your questions, but this kind of exercise is similar to strategies I've used in my own writing in the past. That is, this is a focused kind of outlining of the existing text that will, potentially, become part of the text, or help refine it. Or, perhaps something else entirely. > I'm thinking beyond all of you, to newer educators and their grad > students leading discussion sessions and such. Is an appendix of > learning objectives useful, ever? (Sounds painful to maintain, at > least.) Good questions. > Anyway, seems worthwhile to continue, and to tighten the objectives, > which could help tighten the content. Agreed. I now understand what you're trying to achieve with these, which... isn't exactly defined yet. But that you're exploring is clear, and that makes it easier to comment/know how to comment on the process at this point. > Just keep calling those balls and fouls, 'kay? Was that a cricket reference? Cheers, Matt _______________________________________________ tos mailing list [email protected] http://teachingopensource.org/mailman/listinfo/tos
