Orienteering Made Simple: An Instructional Handbook. (2004) by Nancy Kelly
Bibliographic record
Abstract
With the rampant expansion of digital technologies and their transition into the classroom, many educators, parents, and schools are growing increasingly concerned about a decrease in the physical activity of children.Among this backdrop, Nancy Kelly's latest book titled, Orienteering Made Simple and GPS Technology: An Instructional Handbook attempts to not only address this concern but also implement an innovative form of learning that promotes adventure and physical activity.Her handbook builds on her previous publication, Orienteering Made Simple: An Instructional Handbook (2004), to include the use of modern Global Positioning System (GPS) technology.The latest book is divided into two main sections that deal with learning the basics of orienteering and using GPS technology.Her work encompasses a multidisciplinary approach and has several learning objectives that range from cooperative learning to problem solving.The work is targeted toward a wide range of teachers, including those from pre-school to high school, and seeks to engage students in a dynamic learning environment that is "fun and challenging" (p.75).Ultimately, Kelly offers an innovative way for students to learn a useful life skill while getting up on their feet and learning a wide variety of subject matter through exploration and problem solving.The book begins with a quick introduction to orienteering as "a sport that is all about maps" (p. 7).For Kelly, orienteering can be used as a recreational activity as well as a competitive sport that inspires teamwork, communication, and problem solving.The book argues that the multidisciplinary approach engages with the following subject areas to improve various skills: art, math, physical education, science, social studies, language arts, and technology.Her book actively incorporates this approach based on several examples including her exploration of the step-counting technique.When discussing how students can learn to estimate approximate distances from certain locations using the step-counting technique, Kelly links the practice to Roman soldiers who used this technique to count "double-steps" (p.58) every time their right foot hit the ground, in groups of 1,000.It was referred to as mille passus in Latin and is where the word mile came from.Furthermore, Kelly also brings in the use of mathematics when discussing Cartesian coordinates as a reference to longitude and latitude.She implements this discussion within the activity of sinking battleships.Beyond these examples, the author also identifies the various ways in which these activities can be altered to be more versatile to the learning outcomes of teachers.Orienteering can be a versatile activity that allows teachers to experiment with a broad range
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.019 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".