Block 2 Complete

Block 2 is completed and TMA02 is submitted, woohoo!

Random photo time: a garden near where I live a few years ago...

"Just a few fairy lights this year"

Review of Learning Media Encountered

Activity 34 of Block 2 Part 2 study session 8:

(a) What did you most like and most dislike about the computer-based learning materials?

I think I most liked the freedom from having to carry around printed books, highlighters and pens in an already heavy laptop rucksack, and the table-top real estate gained from not having to have a book open upon it! However, I didn’t really like the intangible nature of the computer-based materials once the laptop was switched off; it felt beyond my possession and ‘lost’ until I switched the laptop on next time and logged in. 

(b) What did you most like and most dislike about the print-based learning materials?

I very much like the physical nature of the printed materials; being able to scribble in the margins, highlight phrases with a fluorescent marker, and also knowing that it was there and it was mine all of the time (or until I lose it!). The quite large and heavy collection of printed books from T175 and my previous module, M150, are already taking up a significant amount of storage space – this is something that I don’t like so much.

(c) What have you discovered about your own learning preferences as a result of using the different media in Block 2?

I have discovered that although printed material is flat, silent, and static, I like its tangible nature, and at the moment feel more comfortable learning from it than I do from computer-based material. This comes as a surprise to me, as I enjoy using computers for numerous purposes, and quite rarely read printed books!

(d) What strategies could you adopt to help you get the best out of the different learning media you are likely to meet in later parts of the course?

One strategy that I think I could adopt is to take the most useful parts of the methods I already use for note taking for different learning media, and use them for all types of media. For instance, I could type all of my activities in Word documents (rather than just scribbling some in the printed media), and I could make regular blog entries during work on all types of media, rather than just for computer-based media.

Activity 33 (RFID Article of Interest)

Thought I'd post what I came up with for Activity 33 of Block 2 Part 3 study session 8, which is to find a recent article about RFID news, make short notes about it, then write about it and say why it's interesting - all in about 200 words!

Here it is...

An RFID News Article of Interest

My chosen article of interest concerns an ‘RFID-enabled’ climate lab exhibition at the Chabot Space & Science Centre, California. Its twelve child-orientated exhibits involve moveable parts, polls, and quizzes. Visitors wear an ID card with an embedded RFID chip. The exhibits all have an embedded reader, which collects the RFID chip IDs and sends them to the system software when the wearer earns ‘points’ by completing a solution.

The goal of exhibit visitors is to fill their RFID card with ‘solution’ points, which the system software adds up. Visitors can create a personal avatar, which appears on a video screen with their results. Visitors can also login to the exhibit website using some of the digits of their unique RFID card number, which is printed on the card as well as stored in the chip.

RFID was selected for this project because it is easier to use (i.e., just needs to be worn) than bar codes or swipe cards. Initial health concerns about ambient RF were removed when it was measured to be well below recommended exposure levels.

I found this article more interesting than others, because of the creative use of RFID tags: to encourage and enable children to complete educational activities and earn themselves ‘points’, rather then the more usual commercial asset or product tracking.

[217 words]

Reference:

O’Connor, M.C. (2010) ‘Chabot space & science center uses RFID to teach environmental science’ RFID Journal, [Online]. Available from: http://www.rfidjournal.com/article/view/8045/1 (Accessed December 2010)

Completed Block 2 Part 3 study session 7

I think I might be back on track with the T175 study now. Not easy to find the time and still have an unmashified brain - been very busy at work.

The exercises in study session 7 of Block 2 Part 3 have been useful - reading, connecting and presenting information in your own words. Here is my attempt at writing about the differences between active and passive RFID tags in just a few words:

Differences between Active and Passive RFID tags.

Active RFID tags are powered by batteries, which affords them a long range, of 100 feet or more, but results in them being relatively big and heavy. Passive tags rely upon power generated by a readers RF field, giving them a shorter 1-10 feet range, but leaving them smaller and lighter. Active tags tend to contain read/write random access memory of between 32,000 bytes and 1 MB, whereas passive tags are often limited to read-only memory of up to 128 bits. The cost of active tags is higher than passive tags, and they have a lifetime limited to about 10 years; passive tags are cheaper (although they require more powerful readers) and have a virtually unlimited lifespan.

Carry on...

Study Sessions 4 & 5

Completed study sessions 4 & 5 of Block 2 Part 3. One drawback of studying from printed material? You post less on your blog! Few online resources to link to, or pages in the study material to bookmark. Plus it's harder to find the time to at the moment, it's very busy at work.

Onwards...

CMA41 & Block 2 Part 3 Study Sessions 2-3

I realised that my answer to one of the (easier) questions in CMA41 is wrong according to the study material. Even though the deadline for submission has still not arrived, I cannot rescind my submussion for correction and re-submission. Can't quite see the logic there :-<

Completed study sessions 2 (Signals) and 3 (Wired Networks) of Block 2 Part 3. Session 2 was especially interesting, though only scratched the surface of the subject, of course.

Must to to catch up again.

Block 2 Part 3 Progress

So, I now find myself a few days behind schedule after having started Block 2 Part 2 about a week ahead! I do think that the amount of time suggested for some of the activities is slightly unrealistic, and I hate to skip any activities.

I am now halfway through study session 2 of Block 2 Part 3 - back to the printed book material, which I think I still prefer.


Here's a random photo of me next to the statue of Bill Shankly at Anfield, home of Liverpool FC.

Bill Shankly statue, Anfield, Liverpool.

Block 2 Part 2 Complete

Completed Block 2 Part 2. This block has been about the safety aspects of using the internet.

I am finding it difficult and time-consuming keeping to word limits for activities. I think maybe my notes are too detailed - I need to abstract them a little more, but with the risk of not understanding them later on :-(

Block 2 Part 2 Study Session 9

I am about to start study session 9 here.
Well, I started, and now I'm here!

Web 2.0

I am here.

What a brilliantly made short video this is -as good a graphical explanation of HTML/XML/Web 2.0 as we're likely to see...

Ready to start Block 2 Part 2 study session 8

Study session 7 completed. I am finding it really difficult to stick to word limits while still getting my point across with good grammar! Why use 100 words when 272 will do?!

Note to self:
Although I've answered CMA41 questions in my notes, I still have to complete it online.

Glad it's Friday, no more work at work for a couple of days :-)

Note 2 to self:
...Just submitted CMA41, I forgot it was that quick and easy!

Making Information Cities Livable

I am now here.

Just quickly read a journal article with the above name, accessed here and answered the first related activity question. I've had a little practice with the Harvard style of referencing other authors' works, gained during M150 study (fortunately - it's not that easy!).

Completed Block 2 Part 2 study session 6

It would seem that numerous people in the communications industry pedicted the rise of VoIP, and even its consumption of traditional PSTN telephony, in 2005 and perhaps before. I wonder why it doesn't appear to be close to doing so? When will the old 'landline' become defunct, and why hasn't it already?

Progress in Part 2 Block 2

I am now here (study session 6.5).

Block 2 Part 2 study session 6

Just completed Block 2 Part 2 study session 5. This included discussion on MUDs (multi-user dungeons) which are text based 'social adventures' (my own words!). Do these still exist? Do people still play them?

...apparently there are, and people do! Here's one called Aardwolf and here's a screenshot:

 

I am now here in my study.

Block 2 Part 2 study session 4 (4.5)

I am here now.

Study Session 4 of Block 2 Part 2 introduces databases. I have a useful amount of experience in working with databases, but hopefully this material will refresh my memory and maybe fill any gaps!

News Group Hierarchy?

Just completed Activity 12 in Study Session 3 of Block 2 Part 2. The activity is related to news groups, which we are told are structured as a hierarchy. Can't see much evidence of this in Google Groups, though!

I am now here.

Ready to begin Study Session 3 (Part 2 Block 2)

I am here.

Study session 2 introduced the TCP/IP protocols - it's getting interesting now! I've just finished CMA01 too, so that is ready to submit when appropriate.

A useful looking resource that I've not used before is Webopedia - the definitions are not very long or detailed, but seem pretty concise.

Progress in Block 2 Part 2

I am here.

Paragraphs

Some useful advice on the use of paragraphs:

Dividing your work into paragraphs

• Good paragraphs divide your assignment according to topics or major points.
  
• Each paragraph should discuss just one main idea and your reader should be able to identify what the paragraph is about. Each new paragraph should indicate a change of focus.
  
• Paragraphs often start with a topic sentence or part of a sentence – a statement which is expanded on in the rest of the paragraph. (Try reading only the first sentence of each paragraph of a newspaper article. You can get a flavour of the key points for the whole text.)
  
• The topic sentence acts as a ‘signpost’ directing your reader through the essay and should also relate back to the assignment question.

From "Skills for OU Study", 2010.

Block 2 Part 2 progress

I am here.

Some handy simple descriptions of synchronous and asynchronous communications:

If the communication is in real time it is called synchronous. In synchronous online communication, all participants must be connected to the network simultaneously for as long as they are communicating (e.g., a chat room) communication.

In asynchronous communication the message is sent at one point in time and the recipient can pick it up later, when they choose to.

Chipmunk at Marwell Zoo, Twyford, UK (2008)

And finally, a random photo of a chipmunk, taken in 2008 at Marwell Zoo, just outside Winchester in the UK. His or her other ear is partly missing, poor thing!

I've been to a number of zoos and wildlife parks in the UK, but Marwell is probably the best of them. Some time ago I was taken to the San Diego Wildlife Park while visiting a friend - it was awesome!

I think I might make this my Blogger profile pic :-)

Completed Block 2 Part 1

Oops, I've forgotten a couple of time to make a short posting.

Just completed Block 2 Part 1 - loads of activities in there (31 of them) and many of them quite useful. I've also seen the score for my first marked TMA of T175... and it's not bad, but there is certainly room for improvement!

About to start Activity 28 (Block 2 Part 1)

I am here. Shortest post so far, methinks!

Completed Block 2 Part 1 study session 6

Now completed Completed Block 1 Part 1 study session 6, ready to start study session 7.

The 'Warriors of the Net' video, a light-hearted introduction to some internet technology, was really well made! A great way to ease into some terms such as packet, router, switch router, proxy, and firewall.

Also started CMA41 by answering the first 3 questions.

Laser Cutting, Sheet Metal Fabrication, Powder Coating in Basingstoke

Ripley Engineering Ltd offer:

• Laser Cutting
• Sheet Metal Fabrication
• Design Assistance
• Powder Coating and Wet Spraying
• Electromechanical Assembly

Established in 1962, Ripley Engineering have nearly 50 years of experience in Precision Sheet Metal Work. Based in Basingstoke, Hampshire, Ripley Engineering are ideally placed to serve the M3/M4 corridor, and the whole of the UK. Ripley Engineering now offer a special fast-track laser cutting / laser profiling service.

Contact Ripley on 01256 473940, or email serviceATripley-eng.co.uk

Progress

Almost completed Study Session 4 of Block 1 Part 1. All activities are completed, I just need to watch the Warriors of the Net film on the OU DVD.

Progress in Block 2 Part 1 study session 4

I am here (The Internet)

Ready to start study session 3 (Block 2 Part 1)

Completed study session 2 of Block 2 Part 1. I am now here. The little activities that are supposed to take just 5 or 10 minutes are actually taking me rather longer - even though much of the subject matter at the moment is hardly new to me. I have a gnawing need to do them correctly and thoroughly, which doesn't bode well for when my time is under real pressure.

I need to try to start prioritising a little bit.

Here's my brief history of the internet piece for Activity 6 of the above session:

A Brief History of the Internet

The origins of the internet can be traced back to the computer communications network created jointly by MIT and the U.S. government’s Defense Advanced Research Projects Agency; ARPAnet, created in 1969. Arpanet was the first network to feature packet switching, was used for file transfer and email, and only connected academic and government institutions.

ARPANet initially ran on the NCP (Network Control Protocol) protocol developed by Vinton Cerf. He and Robert E. Kahn later developed the more flexible and powerful TCP/IP (Transmission Control Protocol/Internet Protocol) suite, which was applied to ARPANet in 1983, and on which the modern internet still runs. Cerf and Kahn are known as the fathers of the internet.

The original and ageing ARPANet backbone was replaced by the government sponsored NSFNet (National Science Foundation Network) in 1989, which was itself replaced by decentralised commercial network architecture in 1995. The self-designated ‘Tier 1’ networks are now the heart of the internet.

Source: Internet Guide, 2010.

Progress in Block 2 Part 1

Completed Activities 1-4 of Block 2 Part 1, study session 2.

Ref. Activity 1: I remember the first company I ever worked for in 1988 had a telex machine! It disappeared soon after I started there (no connection, I didn't do it!)

Ref Activity 2: Something that surprised me about Alexander Graham Bell was that he was connected with the eugenics movement in the U.S. - I've never heard about that before.

I'm now at the beginning of Activity 5. A short session this one, I'm very tired - been quite a long week, and I've played a fair bit of tennis this weekend :-)

Begin Block 2 - Block 2 Companion

Just read through the Companion PDF for Block 2 - there sure is more there than in Block 1! One thing hits me in the eye at this point - planning. I need to do it better.

Downloaded a template study planner for Block 2 from here so that I can use it, or make my own based upon it.

Block 1 Finished - Yippee!

Block 1 studies finished, TMA01 completed. For the first time I think I'm a few days ahead of schedule, which feels a lot better than being behind!

Mustn't ease up though :-)

The Most Important ICT Invention of All Time

So, I've thought about it (see title) and chosen the microprocessor. Could easily have been one of numerous others: the internet or the transistor, for instance.

This was for Activity 8 of Block 1 Part 3, study session 4. My full post is the Tutor Group forum, titled "Most Important ICT Invention - The Microprocessor".

The first one, according to its maker, was the Intel 4004, designed in 1969!

Progress in Block 1 Part 3, study session 4

I am here:
http://students.open.ac.uk/technology/courses/t175/html/block1/part3/work_with_online_group.cfm

I need to consider what I think might be the most important ICT invention of all time, and form an argument to support it, before posting it in the appropriate tutor group forum.

Learning Styles

For Block 1 Part 3, study session 3, activity 6

My learning style is probably roughly equal measures of Reflector and Theorist, with a good dash of Pragmatist, and very little Activist. Systematic and methodical describes me quite well in many things that I do (Theorist), and I tend to observe and think before drawing conclusions (Reflector). I also like to experiment within broadly defined parameters, depending upon the scope for doing so, and the considered dangers (the dash of Pragmatist).

The Activist style of learning is not a natural one for me, and so is one that I need to try to improve upon.

Progress in Block 1 Part 3, study session 3

I am here: http://students.open.ac.uk/technology/courses/t175/html/block1/part3/learn_to_learn.cfm

Just completed a useful activity (Block 1 Part 3 Activity 1), and here is my first 'spray diagram':

Also started Question 3 of TMA01 :-)

Completed Block 1 Part 2

Part 2 is finished, just completed the online study session 4; a gentle introduction to Windows calculator, percentages, tables, charts and graphs. I'm now exactly on schedule according to the study calender on my T175 OU page.

Side note: Liverpool FC appear to have shaken off their disastrous American owners, Hicks and Gillett - hooray! Got another American owner mind, hope it's not out of the frying pan... Here's a transcript of the first interview with the new owner, John Henry.

Progress on Block 1 Part 2, study session 4

I am here:

http://students.open.ac.uk/technology/courses/t175/html/block1/part2/readachart.cfm

Windows Calculator (Block 1 Part 2 study session 4)

Just a note to myself about the memory function keys in Windows Calculator (appears in Activity 21)...

 

 

MC (memory clear)

MR (memory recall) recalls and displays the number stored in memory.

MS (memory store) stores the displayed number in memory.

M+ (memory +) adds the number displayed to the number stored in memory.

Completed Block 1 Part 2 study session 2 of 4

This included Activity 12 (Miniature Computers are Adding up to Fun) which gave me good practice in taking notes about a written piece - I haven't done that before. I still use highlighters a lot in my text books though, that was a great tip given by someone else who did the M150 course that I was on.

Progress in TMA01

Just completed Question 2 in TMA01 (the Dairy Cow Tracking System). It made me think more than I expected it to, I must admit, which is a good thing!

Worked through just a little more of Block 1 Part 2. The part overlaps some of the areas studied in M150. This is also a good thing, because although its going over old ground to a degree, I'm very busy at work just now and coming home with fairly limited concentration reserves.

I've also put a few links up to blogs run by a few others studying T175 (see the 'links' section).

Data rate prefixes multiply by 1000's!

I must remember that
in the context of data rates, number prefixes multiply in 1000's,
not in 1024's (that's for storage).

I should also remember that
it is convention to abbreviate kilo as a lowercase 'k'
(mega and giga are still uppercase M and G respectively)

Now completed Block 1 Part 2, study session 1 of 4.

First system map drawn!

I've just drawn my first system map! It's for Activity 2 of Block 1 Part 2, and looks a bit like this:

And this is why...

My ‘Email Communication System’ map shows the users as being inside the boundaries of the system as a whole, but separate (although influencing/influenced by the ‘Computers and Network’ subsystem. I feel that the users are too important to be considered as merely in the system’s environment, since they play an integral part in how it is used, and what it is used for – the system is likely to change and evolve around them.

Started Block 1, Part 2

Rather a short study session, this one, as I got home fairly late, ate too much take-away, and couldn't concentrate for much more than about half an hour. Must do better than that. I am slightly ahead of schedule though, so shouldn't beat myself up about it just yet.

I've just started Block 1 Part 2, where System Maps are introduced, and it's going to be interesting, I think.

Use the resources that are presented to you!

Note to self: I must use the resources presented to me on a plate - the survey results (of smart home questions) in Activity 5 of Block 1 Part 1, for example :-)

Block 1 Part 1 Study Session 4 (and OU backup method)

Just completed the online parts of Block 1 Part 1 Study Session 4. Within is an explanation of how to upload files as attachments to notes in my T175 MyStuff area, as a sort of backup mechanism.

I've noticed that study session 4.3 states that:

You can use the online journal provided, or you may wish to create your own elsewhere to suit your learning style. It would be a good idea to complete a journal entry after each part of every block...

So, it seems that it's OK to keep it here, hooray!

That's Part 1 of Block 1 completed.

Learning journal in the right place?

Completed studying the printed parts of Block 1, Part 1, including the activities. So far, it's a nice gentle introduction allowing me to take time to find my way around.

I've just noticed in the tutorial presentation I downloaded that I'm supposed to be keeping my learning journal in the Mystuff / Learning Journal section of my StudentHome T175 page. I've enquired about whether or not I should transfer this blog to that place, so I need to keep an eye out for a response.

Icebreaker Activity 7

Just posted my entry for the icebreaker activity (Block 1, Part 1, Study session 3.2 (Activity 7). I recalled an excellent history of computers website that I'd forgotten about and lost the bookmark for - old-computers.com

Now I need to study my printed material a little more, and not watch the Ryder Cup so much!

Intro Tutorial (missed), TMA01 Q1, et al

I was due to attend an introductory tutorial session at QMC in Basingstoke today. I missed it though; I felt like a had a cold, and I probably do. I went to what was probably a similar one for my first module last year though - M150 in Reading's TVU.

Just completed the first question in TMA01. It's important to get the first one done; it acts as a catalyst to continue studying and complete fursther questions.

I've just read in Block 1 Part 1 (2.1.2, The Internet) that "no individual government, company or person has control over it". Not quite the whole story though, as ICANN controls the organisation of internet names and IP address, and it reports to the US govt. Dept. of Commerce - see http://www.computerweekly.com/Articles/2009/04/30/235865/Who-controls-the-Internet.htm

Block 1, Part 1, Study Session 1

Completed Block 1, Part 1, Study Session 1 of 2.

Found a useful website for ICT and general business terms: http://www.businessdictionary.com/

The Good Study Guide

I've just orderd a copy of "The Good Study Guide" from Amazon, on recommendation from another student in an OU forum. It's 300-and-something pages long! I need a guide to studying the guide to studying!

Also just realised that there is an empty learning journal available on my T175 home page. Oh well, I'll keep using this one for now.

First problem - Can't access Weekly study planner template

Oh dear, I have a problem accessing something I'm going to need from my StudentHome page on the OU website.
The link to a Weekly study planner template isn't working for me - I'm getting a message that says:

Open University Authorisation Denied

Sorry, you are not authorised to access this page.
This page belongs to a service that you are not authorised to use.

I've posted the problem in the T175 tech support forum, along with a few other students.

Box unpacked

The study books and media are unpacked.
Note to self: check the contents against the checklist - don't want to find out too late that something essential is missing!

Reading some guidelines and posts by others beginning the course, it seems that keeping a learning journal is a good idea. Never kept one before, so I'm winging it!

Edit: it is a good idea: see T175 Block 1 Companion, page 5, "Key skills" no. 7 - Begin to keep a learning journal.

Begin

This is my learning journal for Open University module T175, beginning 2nd October 2010.