Vera, I do know how important feedback is. I work as a writer/content producer (writing materials for patients and healthcare professionals) and without feedback, it can sometimes feel like shooting repeatedly at a target in the dark!
It will take me a little while to properly get to these lessons as I’m still working through others, but like Jingle, I wonder if there’s a way to make the title/descriptor more enticing to learners. I think once people actually open a lesson they will realise they are more interesting than they might sound, or realise they could do with the help!
At first I liked ‘Dialoge’ because it sounds more dynamic/less dry than ‘examples’. But on balance, I think knowing that multiple examples/contexts are provided is more important, specific, and central to the strength of how the lessons work. Others may feel differently.
I actually initially opened up a lesson out of curiosity because I didn’t know what a Pronominaladverb was and asked my (German) husband. And he said HE didn’t know! It was only then I realised it was about those prepositions that I have trouble with and how useful the lessons looked. In Australia, they had stopped formally teaching grammar by the time I was in primary school (maybe that’s what’s called Grundschule in Germany) so most people my age and younger are not familiar with grammatical terms. I don’t know if that’s the case in many other countries. But I did wonder since the course is aimed at beginners whether quite a few learners may not know the term either. But they are what they are I guess, and I don’t think it’s a huge deal or something you can avoid.
Also, I think just seeing the terms (e.g. daran - woran) in the lesson title will alert the reader to what the lesson’s about. That said, a slightly annoying thing, at least on my computer screen, is that I cannot see the whole title when looking at the lesson list. The ‘wo’ term gets cut off because the title is so long (regardless of whether I view the lesson in one or two columns). I guess this is more a layout issue, and I can see why you might need to structure the title that way.
I did wonder if it might help in the course description to outline briefly what Pronominaladverbs are, that they can be tricky to understand, that these lessons are in dialogue form, including lots of different examples etc? i.e. basically something more specific to highlight the appeal of the content for those who may not (yet) know how useful it could be to them. But I am guessing the description may be more general because it belongs to part of a larger grammar course that goes beyond Pronominaladverbs?
I don’t think these issues are huge ones but hope it’s of some use just to get some thoughts in the spirit of feedback
By the way, I agree with someone else’s comment in another post - I love hearing the voices of your family, especially your daughter, in your lessons! But I’ve been listening to ‘Annas Tagebuch’ and the accompanying dialogue lessons so it was a bit of shock to hear how grown-up she’s suddenly become!