Concept for an interactive device that demonstrates how slope of the land under classified vegetation determines the severity of a bushfire.
The learner can increase or decrease the angle of the upslope and downslope. As a result the severity of the approaching bushfire will change. The bushfire’s severity is based on a premise of the fire’s intensity doubling for each 10° rise in slope.
Concept for an interactive device that demonstrates how the distance of vegetation from a building determines the level of bushfire risk to the building. The learner can select a vegetation type, increase or decrease the distance of vegetation from the building and increase or decrease the angle of the slope. The Bushfire Attack Level (BAL) rating, description and level of bushfire risk for permutations of the vegetation, distance and slope variables are displayed based on learner interaction. The BAL rating, description and level of bushfire risk to building is based on data from the Australian Standard AS 3959–Construction of buildings in bushfire-prone areas.
Just finished the eT@lking: EpCoP MOOC session. eT@lking is one of the many events that are organised by The Australia Series Learn Central group. The Australia Series are online events held at Australia-friendly times and are largely organised by and for Australian educators/professionals.
Tonight’s eT@lking: EpCoP MOOC session was presented by Carole McCulloch. Carole introduced the upcoming e-portfolios community of practice Massive Open Online Course, or EpCoP MOOC for short! The EpCoP MOOC will run from August 1 – September 30 2011.
Aims and objectives of the EpCop MOOC are to help VET practitioners develop their own professional e-portfolio or a personal cyberinfrastructure to archive lifelong learning experiences, document current course participation, maintain VET practitioner currency and store RPL information. The EpCop MOOC is also an opportunity for participants to learn and network with like-minded participants.
A very brief overview of the EpCop MOOC
The EpCop MOOC is made up of 7 Levels. Each Level has a number of Quests to be completed each week. Each week also has a different discussion topic and Challenge Gallery. As Quests are completed, Achievement Badges can be collected and displayed on your e-portfolio. Complete the Quests and collect the whole set! Obviously, collecting Achievement Badges isn’t the aim of the MOOC, it’s a bit of fun.
Just finished the eT@lking: Blogging++ session. eT@lking is one of the many events that are organised by The Australia Series Learn Central group. The Australia Series are Elluminate events held at Australia-friendly times and are largely organised by and for Australian educators/professionals.
Unfortunately, I had technical problems (Hangout and the Google Talk browser-plugin with Firefox/Chrome/Safari browsers) so I arrived 1 hour late. I managed to catch the Hangout in limited sound-only fashion via Windows running on VMware Fusion. VMware Fusion had problems accessing my inbuilt iSight web-cam.
Looking forward to further friendly discussions in a Hangout!
Just finished the eT@lking: A Google gathering session. The session was well attended, with many examples of how Google Apps can be used in a creative educational context. Some of the Google apps mentioned by presenters were:
Concept sketch for a persistent location based ambient sound layer. The ambient sound layer will leverage location data (google maps, directions), photographs (Flickr, Twitpic etc), text (blog posts, wikipedia, annotation, comments via Twitter). The ambient sound layer is designed for mobile devices. Relationships between sound recordings can be created (For example, the same type of sound at different locations). Time specific recordings can also be located on the layer (For example, the sound of something last month, year or decade). So far the ambient sound layer is just a concept.
Interactions based on the ‘compliant completion of documentation’ are a resource development staple. They always present an interesting challenge. Representing a ‘real life’ element (paperwork, document, forms, pro-forma) on screen in a meaningful way.
This drawing describes how a interaction that requires the learner to complete an ‘OHS action plan’ could be represented on screen.
My exploration of how we learn and how we design and develop stuff that helps us learn.