The Course Navigation Menu is a series of links on the left side of your course that help you and your students access different course areas. The Course Navigation Menu is always visible on its respective pages. Depending on the structure of your course, you can choose to reorder and hide course navigation links.
To play with the right club, you have to have a better understanding of the hole you are playing, especially its parts. Each hole in a course has 5 major parts namely Tee, Fairway, Green, Rough and Hazards. Understanding these parts allow you to plan your shots right.
The course menu is the panel on the left side of the interface that contains links to all top-level course areas. Instructors can also provide links to the tools page, individual tools, websites, course items, and module pages. Instructors control the content and tools available on the course menu.
Ways of learning: A closer look at 4 learning stylesVisual learners. ... Auditory learners. ... Kinesthetic learners. ... Reading/writing learners.
The course structure refers to the choice of topics and the organization and sequencing of course content. Remember that the choice of topics and their organization should always support the learning objectives for the course.
Course Topics are a way to group courses by common subject. Topics are similar to course Majors, but provide additional features: Administrators can set up a hierarchy of topics, creating a drill-down menu experience. A course can be tagged to multiple topics, but only one major.
The Course Management menu is located on the lower left menu bar on the Course Home Page. The course management menu provides instructors with tools to create, manage and modify the course. Files, Course Tools, Evaluation, Grade Center, Users and Groups, Customization, Packages and Utilities, and Help are available.
They can be found by clicking the up and down arrow icon above the Course Menu. From the panel that pops up, select the item you wish to move, then click on the small up or down arrow buttons to move the item to the desired place in the list. When done, click the Submit Button.
Adding Tools to the Course MenuMake sure Edit Mode is ON.Click the (plus sign) icon above the Course Menu.Select the Tool Link.Enter a Name for the link.From the Type drop-down list, select the tool to add.Select whether the tool will be Available to Users.Click Submit.
Everyone processes and learns new information in different ways. There are three main cognitive learning styles: visual, auditory, and kinesthetic. The common characteristics of each learning style listed below can help you understand how you learn and what methods of learning best fits you.
Kindalin 5 Key Learning AreasLanguage & Literacy. Children develop their expressive and receptive language skills, through their daily interactions with adults and other children. ... Social Studies. ... The Arts. ... Mathematics. ... Scientific Thinking.
A learning area is now referred to as a subject.
Any informational material that is required for participation or understanding content such as assigned readings, video recordings, exams, and any other material needed for learning.
OTHER WORDS FOR course 1 way, road, track, passage. 13a bearing. 6 method, mode. 7 process, career.
It is also called academic program, degree program, or curricular program. A subject is a collection of topics that forms a coherent whole, intended to be taught by a faculty member. within a specific number of hours in a semester.
In navigation, the course of a watercraft or aircraft is the cardinal direction in which the craft is to be steered. The course is to be distinguished from the heading, which is the compass direction in which the craft's bow or nose is pointed.
Learning modules. A learning module is a container for organized collections of content. Modules let you navigate from one content item to the next without distractions or extra clicks.
The meaning of MODULE is a standard or unit of measurement. How to use module in a sentence.
Journal of Education and Practice www.iiste.org
Topic Overview. Below are three tips and tricks that can help faculty and teaching assistants run and enhance their Blackboard courses. The Difference Between Creating Items, Files, Content Folders, and Learning Modules
The course bearing is the bearing you’ll follow to stay on a leg of a course. For example, the course bearing from “B” to “C” is 71 degrees true and 75 degrees magnetic. The course bearing from “C” to “D” is 30 degrees true and 34 degrees magnetic. To follow a bearing, point your kayak so your compass reads the course bearing and then paddle while keeping your compass pointed at that bearing. When marking a course bearing on your chart, you can mark true, magnetic or both. Stay consistent or label the bearings. You can also mark a back bearing, which is the bearing to take if traveling the course in the opposite direction. The back bearing is always 180 degrees away from your bearing. While marking bearings on your chart, adding distance saves time later.
A course is your planned paddling route. It’s usually marked on a map, although you can also just make a mental note. A course can be a straight line going from your point of departure to your destination, or it might consist of two or more legs.
If the variation is west, you add the degrees of variation to the true bearing to arrive at magnetic and you subtract the degrees from magnetic to arrive at true. If it’s east variation, you do the opposite. note box]
A bearing is the direction from your location to any distant point given in degrees from north. If you point your compass at a distant lighthouse and the compass reads 56 degrees, then the bearing to the lighthouse is 56 degrees. Read bearings in either true or magnetic.
When traveling a course, your heading usually is the same as the course bear ing, but it doesn’t have to be . In some situations, like when you’re dealing with wind or current by ferrying, your heading may vary from your course bearing while still staying on course.
Although, it’s possible to navigate without knowing the meaning of each term, having a common language allows us to discuss navigation more effectively. While I’m sure that you could come up with a rhyme to help you learn these terms, I think it’s best just to take time to memorize and internalize the meanings.
Because, charts are aligned to true north, you must translate any bearings you take with your compass to true north before you can transfer them to a map, and you must adjust any course bearings taken from the chart to magnetic north. To do this, find the chart’s compass rose.
Each Learning Module has a Table of Contents so students can easily see a list of content.
A Learning Module is an organized collection of content presented together. A Learning Module can support a course goal, a course objective, a subject, a concept, or a theme. Instructors can set a structured path through the content items using a storyboard or a set of dependencies. For example, a Learning Module can present the concept of magnets’ fields before describing how speakers and microphones work. Understanding the first concept is dependent on understanding the second concept. Alternatively, instructors can allow students to explore the content in a Learning Module in any order, and at their own pace. For example, a Learning Module can present a series of images and descriptions of various animals in a genus. Students can view the images and descriptions in any order, as no order is required for understanding the whole.
Select Date and Time Restrictions: Learning Modules can be set to display on a specific date and time, and to stop displaying on a specific date and time. Display restrictions do not affect content availability, only the appearance of the Learning Module. You may see more or fewer content items in a Learning Module based on the date restrictions you select.
Enforce Sequential Viewing of the Learning Module: Select Yes to force students to view the pages in order . If sequential viewing is not enforced, students can view the content in any order. Open in New Window: Select Yes if you want the Learning Module to be viewed in a separate window instead of in the content frame.
A Content Area allows course content to be organized into folders, files, graphics, assignments, tests, external links, and Blackboard Learn tools. You can create multiple Content Areas for your course and place them on the Course Menu.
Add an attached file by clicking Browse My Computer, or Browse Course Files. Select the Options for availability, tracking, and date and time restrictions. Click Submit. You can enter a name for a file attachment, rather than use the file name. If you do not enter a name, the file name will be used.
On the Create Item page, enter a Name. The Name will appear in the Table of Contents in the Learning Module.
The horizontal bar is usually located on the top of the screen and it may or may not be combined with drop-down sub menus which reveal secondary navigation items. Advantages.
Your eLearning course navigation needs to be effective, in order for your learners to successfully absorb the information you are providing without getting confused or lost. After all, you want your learners to comfortably navigate throughout your eLearning course and focus on your content.
Left side is also the default content menu location of eLearning authoring tools like Adobe Captivate and Lectora , which must mean something. Vertical/Side bars are particularly versatile, because you can make the navigation items list as long as you like.
Obviously, if your eLearning course navigation is “shallow” or/and not clearly structured and categori zed, you don’t need breadcrumbs.
Heading. Heading is the direction in which a vehicle/vessel is pointing at any given moment. It is expressed as the angular distance relative to north, usually 000° at north, clockwise through 359°, in degrees of either true, magnetic, or compass direction.
Typically, heading determination is the job of the IMU. However, only the best IMUs are able to do this well at low speed. In those circumstances, a GNSS device with two antennas can be used instead.
Each Learning Module has a Table of Contents so students can easily see a list of content.
A Learning Module is an organized collection of content presented together. A Learning Module can support a course goal, a course objective, a subject, a concept, or a theme. Instructors can set a structured path through the content items using a storyboard or a set of dependencies. For example, a Learning Module can present the concept of magnets’ fields before describing how speakers and microphones work. Understanding the first concept is dependent on understanding the second concept. Alternatively, instructors can allow students to explore the content in a Learning Module in any order, and at their own pace. For example, a Learning Module can present a series of images and descriptions of various animals in a genus. Students can view the images and descriptions in any order, as no order is required for understanding the whole.
Select Date and Time Restrictions: Learning Modules can be set to display on a specific date and time, and to stop displaying on a specific date and time. Display restrictions do not affect content availability, only the appearance of the Learning Module. You may see more or fewer content items in a Learning Module based on the date restrictions you select.
Enforce Sequential Viewing of the Learning Module: Select Yes to force students to view the pages in order . If sequential viewing is not enforced, students can view the content in any order. Open in New Window: Select Yes if you want the Learning Module to be viewed in a separate window instead of in the content frame.
A Content Area allows course content to be organized into folders, files, graphics, assignments, tests, external links, and Blackboard Learn tools. You can create multiple Content Areas for your course and place them on the Course Menu.
Add an attached file by clicking Browse My Computer, or Browse Course Files. Select the Options for availability, tracking, and date and time restrictions. Click Submit. You can enter a name for a file attachment, rather than use the file name. If you do not enter a name, the file name will be used.
On the Create Item page, enter a Name. The Name will appear in the Table of Contents in the Learning Module.