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.
I was crossing the street during my lunch break the other day when a piece of graffiti written on a pole nearby caught my attention. The graffiti read Listen to Black Sabbath. This immediately made me think about two things.
The author’s direction for me to listen to Black Sabbath made me think about the importance of clear instruction when we ask a learner to complete a task. Sure, the author had described what they wanted me to do (listen to Black Sabbath), but they didn’t tell me how I supposed do it. I guess the author assumed that anyone who read their instruction would’ve had an understanding of how they were to carry out the instruction. This might be ok if the author was around to provide additional information about how to complete the task, but in this case they were nowhere to be seen.
When we ask a learner to complete a task we need to remember to give them enough instructional support to allow them to complete or at the very least attempt the task. It’s the what (you want the learner to do) and the how (they can do it) that needs to be made clear to the learner.
During the initial design stage of an activity I like to use pen and paper to quickly map out the flow of the activity. The tactile nature of paper allows for scribbles and scrawls, coloured pens or pencils, hasty redraws, cutting, tearing, taping and a rendezvous with the scanner or photocopier. I think something like an iPad or Samsung Tab style device could also give me similar functionality to pen and paper. I’d like one of those.
These drawings describe the flow of an activity for a digital learning experience.
I quickly recorded this response just to let Alan know to be alert as he continues his mission to find the Centre of the Internet.
Alan, if you’re reading this, please let me know that you’ve planned a safe and secure transportation for your journey to Australia. You may need to use alternate forms of communication, super-duper encryption or an alternate identity to avoid detection and guarantee your safe passage.
A diagram that describes the workflow of an activity. The activity requires the learner to identify and evaluate an organisation’s workplace procedures. This diagram optimises the previous simple procedure.