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Goals for Lesson Four •
Lesson Four: Revision and Publication
You will move through a thorough revision process that takes your rough draft to your final draft You will prepare your e-‐course for submission Materials Needed for Lesson Four:
• • •
e-‐Course Groundwork Any notes and /or tasks done on paper from lessons one and two The completed draft of your lesson e-‐Course Guided Revision Approximate Time Required for Lesson Four: 1-‐2 hours
TASK ONE: Gather all materials needed (Page Break) ©How to Write an e-‐Course: Lesson Four Revision and Publication www.ihaonlinecampus.com
It’s good to be with you again! In our last lesson you created the assignments that lead your students to independent practice with the content you’re teaching. Your e-‐Course is ready for some grooming and polishing; this next phase will convert your rough draft into a final draft. “Final” is loosely used because any writing, whether an e-‐Course, or something else is never perfect-‐-‐there are always changes that can be made. Your e-‐Course, though, is on the brink of maturity. The final steps through which we’ll move today will… 1. take you through a thorough and close revision of your lesson and assignments, 2. help you revise and polish rough edges, 3. give you the space to re-‐phrase, elaborate, and condense, 4. and present you with solid feedback from a trusted source so that you can put the finishing touches on your lesson. TASK TWO: (You’ll need to work with both E-‐Course Guided Revision and your draft simultaneously.) 1. Follow the directions as outline on E-‐Course Guided Revision. (Page Break) ©How to Write an e-‐Course: Lesson Four Revision and Publication www.ihaonlinecampus.com
I hope you’ve taken the time and energy to edit closely and carefully. If you have, then you should be pretty impressed with the product that is emerging. Your students will be too. The final step in editing is to place a set of fresh eyes on what you’ve written. Your course, and all materials associated therewith, need to be read and edited by
someone other than yourself. An off-‐shoot of Neuroplasticity explains that when we read something we’ve written, we often tend to read what we meant to write, instead of what we actually did write (http://en.wikipedia.org/wiki/Neuroplastici ty;See footnote 11). Also, in writing for an audience, what makes sense in our minds can come off as confusing to a learner. Therefore, by recruiting an editor for your course, you’ll be able to put the finishing touches on your course before you submit it to students. When another person edits your work it may feel that you’re giving open range for your editor to tell you in detail everything you’ve done wrong. Receiving a paper covered in hour teacher’s red pen marking is generally unpleasant. Editing, however, isn’t criticism or censure. Editing is, instead, one of the greatest sources of strength to your e-‐Course. Look forward to the feedback you receive from your editor knowing that, truly, the more “marks” they can give you, the more polished and effective your course will be. Some on-‐line campuses may pass your course through editors of their own after you submit it, however, this should be the third edit behind the one you’ve just done and the one that task three will direct you to do. ©How to Write an e-‐Course: Lesson Four Revision and Publication www.ihaonlinecampus.com
The editor you solicit may be a professional one, however, they don’t have to be. Look for a final editor who meets these qualifications. You may find that they sit across from you at the dinner table. 1. Someone who does not already know what you’re teaching. 2. Someone who is willing to spend a substantial amount of time with your course. 3. Someone who will take your course and complete your assignments.
4. Someone who will be clear and honest about the places they needed more support. 5. Someone who can mark your course as they go so they you have specific, clear, and helpful feedback when they’re done. TASK THREE: 1. Find an editor. (As already mentioned, they do not have to be a professional editor, however, if you want to hire a professional editor google Professional Editor or contact the institution through which you’re publishing your e-‐Course to see if they already have some on board with them.) 2. Get your course to your editor with directions for them to take the course as though they were a regular student. Tell them to mark directly onto your document, whether on paper or computer, all questions, confusions, stumbling places they encountered. This will make it easy for you to make changes later…in step 4. 3. Await their feedback. 4. Make adjustments to your course based on the feedback you received. 5. Take your editor to dinner! (Page Break) ©How to Write an e-‐Course: Lesson Four Revision and Publication www.ihaonlinecampus.com
If you’ve stuck with me through this course, then we’ve spent a lot of time together and you’ve created a beautiful finished product that will reach your students in meaningful ways. I hope you feel prod of the e-‐Course you’ve created and that you’re optimistic regarding the success of future students. Task four can be completed with a hearty yahoo!! TASK FOUR: 1. Submit your e-‐Course to the institution through which you’re teaching!! 2. CELEBRATE! Thank you for studying with me. I wish you the very best in this freshest e-‐Course that is ready to meet your students, and in all future e-‐Courses you create.
End e-‐Course ©How to Write an e-‐Course: Lesson Four Revision and Publication www.ihaonlinecampus.com End lesson four