Patricia Norris - Bookmarks

Herring River is a totally different kayaking experience from Bass River. A large portion of the river meanders throughout a protected area known as Bells Neck.
access this area either from Rte. 28 by going North on Bells Neck Road or from Great Western Road by going South on Bells Neck Road.
You can also park and launch in a town lot off Route 28 on the west side of Herring River.
Depending on the tide,
At low tide, there is very little water in this river.
You do not want to get caught upstream at low tide unless you plan to hike around the area. Likewise you do not want to get caught at the mouth of the river and have to paddle back to your car way upstream.
excellent place for bird watching.
You can park along Bells Neck Road (dirt) and launch your kayaks where the river crosses the road.
f you have timed the tides right, you will be able to float and just lean back and enjoy the view and wildlife.
Bass River is the longest river on the Cape and there are many places to launch.
town landings
call the towns of Dennis and Yarmouth
launch and park.
(depending on the tide: on the chart look at tides for South Yarmouth and Dennisport)
and then leisurely paddle and float to the other end, wait for the tide to turn and then return to your starting point.
lower part of the river (south of the Bass River Bridge) is very busy with a lot of boat traffic.
very scenic and alive.
nice beach at the Windmill
Pull your kayak out on the beach before the Breakwater (large stone wall or jetty).
Don’t attempt to go out into Nantucket Sound.
ear the marina or at the town landing (Dennis side)
further uprive
iver traffic is much less
some evidence that Leif Erickson navigated
pay a lot of attention to the tidal currents and the wind
know your tides
check the tides in either the Cape Cod Times or the Cape Codder (which serves mid-Cape) and plan accordingly
always going with the tide
when the tide goes out, you go out with it, when the tide turns and comes in, you come back with it
tides change twice per day
wind.

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Conference Registration - Center for Digital Education

Tags: no_tag on 2008-06-18 -All Annotations (0) -About

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Objects of interest

Tags: no_tag on 2008-06-09 -All Annotations (0) -About

more fromwww.fastrak-consulting.co.uk

Learning objects promise a brave new world of easily accessible and individualised learning, made possible by the flexible deployment over networks of small, reusable components from multiple sources.
object-orientated design and programming
construction of complex systems
Lego -
Learning objects are an application of object-orientated thinking to the world of learning
learning objects are small reusable components - video demonstrations, tutorials, procedures, stories, assessments, simulations, case studies
J. D. Fletcher (1999),
range of valuable 'ilities': portability across platforms, durability across evolving versions of operating systems, sharability across authoring systems and wide accessibility via the Web
easier to customise learning materials to particular audiences. Just replace those objects that are audience-specific - perhaps the worked examples or the case studies - with new versions that meet the precise needs
mix and match components from a wide variety of sources
tagging
Worldwide standards
well-designed learning objects come in small chunks, designed not to overload the learner. We now know just how restricted short-term memory is (seven to nine pieces in fact)
personalisation
automatically by learning management systems
now and at a place that's convenient to them
wide variety of meanings applied to the term
IEEE Learning Technology Standards Committee defines learning objects as "any entity, digital or non-digital, which can be used, re-used or referenced during technology-supported learning."
granularity
one extreme, you can regard learning objects at a micro level, as media assets - images, paragraphs of text, questions, audio clips and so on
little for the learner
other extreme, a learning object can be regarded as a fully self-contained piece of instruction, including information, mechanisms for practice and a means of assessment
too large and inflexible
small, reusable digital component that can be selectively applied - alone or in combination - by computer software, learning facilitators or learners themselves, to meet individual needs for learning or performance support
it might contain a single media element - a piece of video or text, for example - or it might contain a mix, say text with graphics or animation with an audio commentary
serve a variety of purposes
comprise the elements in a more extended learning cycle - overviews, case studies, simulations, assessments and so on
fully self-contained mini-tutorial
primarily referential purpose
probably no more than 30 minutes
Many will last no more than a couple of minutes

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Advanced Distributed Learning - Articles

Tags: no_tag on 2008-06-08 -All Annotations (0) -About

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Advanced Distributed Learning - Articles

Tags: distributed, SCORM, Instructional Design, learning object on 2008-06-08 and saved by2 people -All Annotations (0) -About

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Web-based learning
“Content Aggregation Model (CAM),” “Run-Time Environment” (RTE) and sequencing and
navigation for learning objects
Sharable Content Object Reference Model (SCORM)
Portability
Reusability
Data tracking
Sequencing
What does an instructional designer need to know about implementing SCORM?
Identify potential secondary audiences for content. Determine which sections of
the content can be shared by multiple audiences.
Identify an appropriate strategy for recording meta-data and storing content in
a repository. Meta-data enables learning resources to be described in a common way
so that they can be searched in a repository and retrieved for reuse.
Chunk your content so that sections can be reused.