User:Maboane

Workshop Home page - 16 - 18 March 2009 http://wikieducator.org/Learning4Content/Workshops/Face-to-Face_schedule/L4C50

Tell us a story

Eric L. Setabo Employer: Botswana Colege of Disatnce and Open Learning Occupation: Editor Nationality: Botswana Country: Botswana email Box 602190, Gaborone This user was certified a Wiki Apprentice Level 1 by Tatejoris . My Profile Who am I I am a middle aged male of 42 years, born in Botswana. I graduated with a BSc (Agric)15 years ago. Since Graduation I have been working as an Editor for educational (especially distance education)study materials. Currently, I work for the Botswana College of Distance and Open Learning (BOCODOL). Further studies To enhance my editing skills I enrolled with The University of Southern Queensland(USQ), Australia have since acquired a Graduate Diploma in Editing and Publishing (GDEP). I'm currenhntly persuing a Master of Editing and Publishing (MEPB) with the same university. My family I am married with three kids. Two of them are twin boys aged three while the older one is a girl aged 10 yrs. My friends I am in this workshop with other participants from Botswana

My job

As an Editor, one of roles has been to train part-time Editors. To enable them to go about their work I prepared some workshop resource for them. The basic resource I prepared is a hand out linked to other resouces they can refer to.

Below is a checklist I prepared for the content editors. The introductory part of it gives definitions as adapted from Judith Butcher.

Objectives

After reading through this presentation, participants should be able to: critically review a writen piece of instructional material write a comprehensive report of their view about the suitability of written work for instructional purposes

Definition

Proof-reading Aims at removing mistakes introduced especially at typesetting stage but may also be used to correct any mistakes missed at copy-editing stage. Copy-editing Aims at removing any obstacles between the reader and what the writer wants to convey. At this stage the editor looks at each sentence critically and examines things like the writer’s choice of words, punctuation, illustration captions, spelling, consistency in the use of words etc. Content (substantive) editing Aims at improving the overall coverage and presentation of a piece of writing, by improving its content, scope, length, language level and general organisation or presentation.

Roles of a Content Editor

The content editor is charged with the responsibility of critically reading and correcting what the writer has written (as they are both content and teaching experts). Some of the things to look at are as follows:

(a) Presentation

• has the writer adhered to the agreed (BOCODOL) unit or topic structure

(b) Learning objectives

• do they match those in the course outline
• are they SMART

(c) Content

• does the content help the learner to achieve all the objectives
• does the topic include all the information the learner needs
• is the information accurate and up-to-date
• is there any unnecessary material that can be left out
• are contemporary issues well infused
• how original is the piece of writing
• are there any materials used which require copyright clearance (and has permission been sought)
• is the content divided into manageable chunks of information

(d) Language

• is the language used suitable for the target group
• does the language and spelling conform to the BOCODOL house style (UK-English)

(e) Sequencing of concepts/ideas

• is the information arranged in a logical sequence
• are access devices used adequately and are they helpful

(f) Linkages

• is there a link between units, topics, sections and paragraphs, and is it appropriate and adequate
• is there proper cross referencing

(g) Illustrations (diagrams, tables, graphs, etc)

• are there enough illustrations
• are they suitable and accurate
• do they serve any purpose
• are they well integrated with the text

(h) Activities

• are they enough
• are they appropriate and relevant
• are they practical
• do they help the learner to understand the concepts better
• are they well distributed in the topic and/or unit
• is there feedback for every activity and does it help the learner

(i) Exercises

• are the questions asked appropriate and relevant
• are the questions objective based
• are there answers to the exercises and are they correct

(j) Assignment

• are there assignments for the course
• are the questions asked of good quality (typical examination type)
• are the questions asked different from those asked for exercises
• are there answers to the assignments and are they correct

(k) Time

• can studying and doing the topic activities be completed in the suggested time

Web Resources

Useful Links

Notes from my Wikineighbours

Hi Eric, wellcome to WikiEducator. I'm your WikiNeighbour. You might be interested to meet more wiki-colleagues. Please let me know if I can be of any help to you. Gladys Gahona.--chela5808 22:27, 18 March 2009 (UTC)