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.