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:* '''I am in STRONG AGREEMENT with "re-factoring" wiki labs and course notes content.''' I strongly believe in '''"forward" and "backward" linkages''' as well. Let's take a journey down a river (hopefully no waterfalls). In addition to preamble about what student will be performing, it would be nice to "tie-in" the previous lab to allow a "flow" ("end-to-end"). This would relate to a "forward linkage" of what students can expect in the next lab. I strongly believe that well designed courses provide a "flow". This is NOT to indicate "spoon-feeding", but a nice "fit" in a practical container (yet not too constrained). I like the steps listed in the "re-alignment".<br /><br />
::'''As a "follow-up" to this "flow":'''<br /><br />
::* For debugging, I would stress common problems that students have made in the past, and a general suggestion that the student take to remedy the situation. Careful "check-points" should be indicated (perhaps with a '''"check-point icon"''' (a good "gaming" connection) to have students CAREFULLY confirm their contents with the suggested output, and then direct them to debugging. I would NOT recommend YouTube videos, since this is where for fixing the students would benefit most from problem (that should still be "learninghands-on" and "calling text-based), but videos for confirmation checks... and call over the instructor"for major difficulties...<br /><br />
::: '''The concept of a "check-point" works well with the "graphics" discussion at the bottom of the "user page". Many students are "gamers" and "visually stimulated".''' I agree to revamp the wiki and reduce the "text overload". Don't get me wrong - students need to research to learn, but learning now comes in different flavours.<br /><br />
:::I really like this course! '''I totally get the importance of "learning how to learn". On the other hand, just posting up links to content may "turn-off" students. I recalled, that I created some "slide-shows" for students to know where to focus on the important things. I would think this is the challenge to engage the students to "learn how to learn", but not get "overloaded" in too many details...''' On the other hand, alternative media can be used to foster this. I recall Chris that you once pushed for students to use graphical editor to break that "older concept of traditional cli editor. I think the same applies for learning contents. In the future, more emphasis on demonstrations. For example, we could demonstrate using '''gtk-recordmydekstop''', upload and link desktop recording to a YouTube of what the output from commands should be. Perhaps, this can reduce the "text-overflow". I did find that using YouTube greatly reduced the size of the "Sample Run" specifications of the OPS435 course immensely!<br /><br />
