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=The is the Editing/Feedback Wiki for the OntarioLearn Online Teachers Resources Website=

When adding your feedback/comments, please be sure to clearly note the path so that the location of the edit is clear. For example: Modules> Module1 > First Impressions. The Description should clearly note the section of the page where the edit needs to be made.The first row in the table provides an example of how to enter your feedback/comments.

If your feedback is more substantial and is difficult to add within the confines of the Tabl - Create it in a separate file, upload and embed it here using the FILE option in the menu above. In the section "Initial To Do" - adding new content || If your feedback is an wording change - include the requested wording here. If your feedback is a conceptual one - give a description that clearly explaines the change. || Other IDs can add their comments in this column to agree/disagree with the change. || (Georgian)
 * Contributor || Path || Description || Explanation/Edit || Comment ||
 * Ruth || EXAMPLEModules> Module1 > First Impressions || EXAMPLE
 * Annique & Amy

RUTH || Getting Started -> Site Features || Navigation Issue - Add "Site Features" to drop down menu under Getting Started || When you click on the "Getting Started" button on the bottom of the Home page, you go to "Site Features" page. This is confusing, becuase a link to that page does not show up on any of the drop down menus.

I **can see where this could be confusing - this is actually the "Getting Started Page" - Site Features" is just one of the sub-headings. We didn't add it to the menu - because Getting Started Takes you there. Maybe we can consider adding a "Getting Started" title on the page to avoid this confusion.** ||  || (Georgian) || Getting Started -> Site Features ||   || Nice "Curriculum Peek" interactive object Nice icons ||   || (Georgian)
 * Annique & Amy
 * Annique & Amy

RUTH

// Janis // || Getting Started - Know Your Support || OL Coordinator responsibilities || Where it says that the OL coordinator will confirm teaching contracts, this is a concern from the Georgian perspective. At Georgian the OntarioLearn coordinators are very removed from hiring processes, contract confirmations/issues, and payment processes.

**Point taken - what we were getting at here is that the OL Coordinator is the first point of contact for all these questions (don't go the the faculty mentor or Heather. The coordinator should know who to refer the faculty member to to get questions about this answered. We didn't want to get into providing a bunch of other contacts in the site. The goal is to get them corresponding with the OL Coordinator. Can you think of a better way to word this?**

//How about changing the heading to read: College/OLCoordinator Responsibilities?// ||  || Georgian)
 * Annique & Amy

Ruth || Module 1 - Engagement || Navigation Issue with buttons at bottom of pages- || When you navigate using the buttons at the bottom of the pages, two things are amiss: 1. The buttons on the left menu bar do not change to highlight which page you are on 2. You enter the new page at the bottom instead of the top (perhaps an anchor problem)

I agree with point 1 - the button needs to change colour in the menu to represent the page that is showing.

I don't understand Point 2 - we added the button there, so folks would not need to scroll to the top to access the next page (it's kind of link the Next button - but we titled it to the page). Please let me know if I am missing something here. ||  || (Georgian) || Overall || Great alignment to Ontario Learn checklist - Well done! ||  ||   || (Georgian) || Module 1 - Engagement - The First Impression || Critical Path Information || Couple comments 1. This language is not really consistent with the Ontario Learn Checklist (which calls it a course schedule). Consistency in language will be helpful to instructors. - **Good point - should have caught this.** 2. It would be nice if the checklist link went directly to the section on the checklist being discussed. (Nice to have :) ) 3. Perhaps add sample due dates to emphasize the importance of that being filled in
 * Annique & Amy
 * Annique & Amy

4. In the Activity box, the link to a template does not clearly take you to a template. We couldn't find a template link on the checklist. The MS Word link was a template, but that wasn't clear. **Maybe link to this instead: (Would this fix the problem?)** **[]**

5. We are assuming that others are checking for typos. We noticed a few. - **Yes - Nancy is taking care of this.** ||  || (Georgian) || Module 1 - Engagement - The Welcome Message || Fabulous page. Love the resources. Love the Tublr discussion link. Awesome work! ||  ||   || (Georgian) || Module 2 - Learning - Learning theory || Broken link || Higher Education Academy Engineering Subject Centre **Use this link:** **[]** ||  || (Georgian) || Module 2 - Learning - Learning theory || Possible sharing opportunity || We think this would be a good page to have either a discussion or wiki activity for sharing ideas.
 * Annique & Amy
 * Annique & Amy
 * Annique & Amy

Good idea - what about adding a discussion about how your learning style impacts your **teaching practice/development of learning activities? I will come up with something more eloquent though ;0).** ||  || (Georgian) || Module 2 - Learning - Learning theory || Link - should there be a link to the "Writing for the Web document here? || ** TIP: ** Be sure to review the "Writing for the Web" content before preparing your notes.
 * Annique & Amy

**It's on the Creating Meaningful Content Page - I agree - add a link to "writing for the web" here. I know it's at the end of the page, but I think the redundancy would be appropriate here.** ||  || (Georgian) || Module 2 - Learning - Creating Meaningful Content - Lesson Plans || Georgian Resource Suggestion || This is a short video clip we created to explain how all the pieces of the lesson plan fit together [] It's part of the following web page []
 * Annique & Amy

**Excellent - I will work with Dawn about how we can incorporate these.** ||  || (Georgian) || Module 2 - Learning - Accessibility || Universal Design versus UID || We would prefer that you refer to accessible design as Universal Design for Learning (UDL). This is now the more common way to discuss these principles. I'm not sure why the Georgain site you are referring to is still calling it "Instructional Design" since that is not what it is. Please take out the Georgian reference in the following statement since this is not a site supported by the CTL "Georgian College has prepared the following list to highlight the Principles of Universal Instructional Design." Here is a suggested link []
 * Annique & Amy

**Thanks for clarifying.** ||  || (Georgian) || Module 4 - Learning Technology - Web 2.0 To 3.0 and Beyond || Excellent video! Easy to understand and concise ||  ||   ||
 * Annique & Amy
 * Annique & Amy
 * Annique & Amy (Georgian) || Module 4 - Learning Technology - Discussion Boards || Consistency issue || In the drop down table that gives examples and explanations - In the title bar first example is titled "Longue" in the table it is titled "Moderation/Summary" ||  ||
 * Annique & Amy (Georgian) || Module 4 - Learning Technology - Educational Tools || Blog information || Could the line - "Most LMSs have Blogs as one of the options in the Discussion tool" be changed to "Most LMSs have Blogs as one of the options in the Discussion or Colaborate tool"

**OK - The wording to use will be:** **Most LMSs have Blogs as one of the options in the Discussion or Collaborate tool.** ||  ||
 * **Ruth** || **Module 1: Engagement - 3 levels of interaction** || **Need to reference Humber under the drag and drop activity.** || **Humber gave us permission to use this learning object, so we should acknowledge that they created it. Something like: NOTE: created by the eLearning Department at Humber.** ||  ||