User talk:Inkyfingers/Getting Started(1): Difference between revisions
Inkyfingers (talk | contribs) explain reason for including directory of .pdf |
Inkyfingers (talk | contribs) bearing in mind that my presentation is almost-a-tutorial |
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:: --[[User:FGrose|FGrose]] 14:49, 5 December 2011 (EST) | :: --[[User:FGrose|FGrose]] 14:49, 5 December 2011 (EST) | ||
::: I did not know about those. I included the directory of .pdf to illustrate how to download a file from a known directory. The exercise was quite illuminating for my tester. --[[User:Inkyfingers|Inkyfingers]] 18:41, 5 December 2011 (EST) | ::: I did not know about those. I included the directory of .pdf to illustrate how to download a file from a known directory. The exercise was quite illuminating for my tester. --[[User:Inkyfingers|Inkyfingers]] 18:41, 5 December 2011 (EST) | ||
I can see the technical improvement that has been made to [[Getting_Started/Explore#Configuration]]. However please could you review [[User:Inkyfingers/Getting_Started(1)]], which I have adjusted, bearing in mind that my presentation is almost-a-tutorial and tries to avoid links off-site. I have also preferred to avoid hiding links that go off-site. My reasons are to avoid distraction, simplicity, and orientation. | |||
I think it is interesting to share that pre-production I followed [[How to present Sugar]]. As my idea developed /Presentation was aimed at parents ( my children), and /Explore at very young new learners, (their children). I then edited out some more "clunky" parts to try to avoid addressing any reader in a pejorative way and out of self-consciousness! I notice I have completely removed any sense that a parent can follow /Presentation in their own time while the child could work through /Explore unsupervised. I am not an Adobe fan but I find a .pdf presentation useful because its stability aids orientation. | |||
In my experience well written copy addressed to an eight year old can be understood by most adults and participating children, and easily speed read by an expert. | |||