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Great learning objectives , but it would be more helpful, think if you avoided the technical terms used

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Great learning objectives , but it would be more helpful, think if you avoided the technical terms used

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Loved the focus of your learning objectives.  But while the general focus was great, the language wasn't always measurable. (2.1, 2.2)  Of course, we all want our students to "understand".  The difficulty there is that understanding is internal, we get at understanding by other methods.  Focus on language which demonstrates that understanding.  For example, instead of stating "the student will understand these three points...."  try "the student will be able to explain these three points..."  The ability to explain the ideas is usually how we measure understanding.  

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Loved the focus of your learning objectives.  But while the general focus was great, the language wasn't always measurable. (2.1, 2.2)  Of course, we all want our students to "understand".  The difficulty there is that understanding is internal, we get at understanding by other methods.  Focus on language which demonstrates that understanding.  For example, instead of stating "the student will understand these three points...."  try "the student will be able to explain these three points..."  The ability to explain the ideas is usually how we measure understanding.  

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The page content was thorough and well organized.  However, the use of pink Comic Sans font on a yellow background made it difficult to read.  SRS 8.4 states that "the course design facilitates readability."  In order to meet expectations of SRS 8.4 you should choose a more traditional font and choose a more readable color scheme.  For example, you might

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It was very useful to read specific unit objectives in the intro of each unit.  I struggled, however, to understand how these objectives are measurable, for example, "you will think differently as to the definition of democracy".  SRS 2.2 provides helpful guidance as to writing measurable objectives. You could break this objective into more measurable components, such as "Upon completion of this unit, you will be able to definite the term democracy." You current objectives do lend themselves to more detailed measurements

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It was very useful to read specific unit objectives in the intro of each unit.  I struggled, however, to understand how these objectives are measurable, for example, "you will think differently as to the definition of democracy".  SRS 2.2 provides helpful guidance as to writing measurable objectives. You could break this objective into more measurable components, such as "Upon completion of this unit, you will be able to definite the term democracy." You current objectives do lend themselves to more detailed measurements

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When I reviewed your course on Scuba Diving, I found the activities worthwhile and, for the most part, matched with the stated objectives. However,  Outcome 2.2 emphasizes the importance of outcomes that can be easily measured. You might want to consider making objective your 2.6 a Goal for the course, rather than an objective (because it is a worthy goal. but not measurable in a course). Alternatively, you could reword it slightly, "I feel my ability to communicate with or understand  dolphins is likely better as a result of this course." This way, a simple question could in theory query confidence in students' empathy and understanding of sea animals.

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#3 :  There were many engaging illustrations, comments and content. However, the different sized fonts and type styles could distract from the content (SRS 8.4). Try keeping the font style and size the same throughout each document to "increase readability" and "minimize distractions" (SRS 8.4) from your wonderful content.

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#3 :  There were many engaging illustrations, comments and content. However, the different sized fonts and type styles could distract from the content (SRS 8.4). Try keeping the font style and size the same throughout each document to "increase readability" and "minimize distractions" (SRS 8.4) from your wonderful content.

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The information provided was very helpful, however, the text was difficult to read. The text and background tended to blend together which made for unreadable portions. According to SRS 8.4 Accessibility and Usability, the text should be clearly distinguishable from the background. By just changing the background or font size you could eliminate this issue.

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The information provided was very helpful, however, the text was difficult to read. The text and background tended to blend together which made for unreadable portions. According to SRS 8.4 Accessibility and Usability, the text should be clearly distinguishable from the background. By just changing the background or font size you could eliminate this issue.

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While the content of the text was of high quality, the font and background color made it a bit difficult to read. Standard 8.4 states that "the course design facilitates readability." The suggestions in the Annotations include the use of simple fonts that can be clearly distinguished from the background. For example, changing to a white background could improve contrast with the text, making it easier to read. Also, the headings and text are clearly discernible, however limiting the number of fonts on the page would further improve this.

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When I looked at the assignments in your course, while everything was very well organized (BALANCED), I was not able to find clear explanations on the requirements for learner interactions. SRS 5.4 states that "the requirements for learner interaction are clearly stated" (SRS 5.4 is cited). In order to meet expectations for SRS 5.4, the Annotations suggest that you provide specific expectations for learner interaction to make it easier for the learner to meet your expectations (SPECIFIC) For example, you might include a statement in your syllabus that instructs students to log into the course 3-5 times per week and to be sure to make their first discussion post by Thursday at 5 p.m. and their replies by Sunday no later than 11:59 p.m. (CONSTRUCTIVE, MEASURABLE and SENSITIVE). It would also be helpful to include any specific expectations with each assignment regarding your expectations for learner interaction to ensure their success on each assignment. For more details on how to meet SRS 5.4, reading the Annotations in the Rubric would be especially helpful.