Learning outcomes After studying this unit you will: be able to state your own motivation for producing self-study Open Educational Resources (OERs); have investigated and analysed some of the research into online learning; have evaluated some examples of educational resources for active open learning; be able to plan a structured learning experience using a range of resources; be able to construct an OpenLearn-style unit by remixing res
Introduction This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty
4 Evaluating success Understanding the reasons for a school's success may require special expertise, but the fact of that success should be clear….. Martin & Holt, 2002. Take another look at the cycle for improvement (below). 1.6. Listening, reading and language assimilation One assumption that is widely held as axiomatic is that people learn by doing … We seem to have deduced that people learn to speak by speaking and so on. In reality one simply drowns by attempting to swim without some sort of prior preparation and theoretical instruction. Obviously the art of speaking can be improved by practice but the skill of speaking is learnt primarily in a vast complex of other ways. It might be su Introduction This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. 2.2 Analytical tools To take matters forward, Davies and Ellison suggest the use of analytical tools to assist with practical target setting when data and information have been collected. They suggest some tools including ‘Boston Growth Matrix’ from the Boston Consulting Group and Little's ‘Lifecycle portfolio matrix’. Perhaps most readers will be familiar with a SWOT analysis – strengths and weaknesses are usually internal while opportunities and threats are regarded as external factors. Davies a 2 Book reviews The comments below all relate to the same book, Ruby Holler by Sharon Creech, and have been made by pupils at Churchill Community School, North Somerset – the ‘Churchill Chatterboxes’. A captivating yet far-fetched book, I feel this would suit most younger readers but older readers would want something more demanding. (Margaret) I think Ruby Holler is a very moving book, especially when Da Learning outcomes The learning outcomes for this unit are: Understanding and practical experience of creating opportunities for learners to develop dance skills; Awareness and understanding of safe dance practice; Awareness, understanding and practical experience of giving feedback; Promotion of discussion and debate about dance issues throughout the dance curriculum. 5 Child labour: a case study An interesting, controversial but important topic in the debate about corporate social responsibility and Global Corporate Citizenship is the issue of child labour. According to estimates released in April 2002 in
Every child counts: New global estimates on child labour
(Geneva, ILO), there were: some 352 million children (aged 5–17) engaged in some form of economic activity in the world in 2000, including 211 million in the a 1.3.2 Search engines and subject gateways Although both search engines and subject gateways will help you find the resources that you need, the types of information that you find will differ. Search engines such as Google and Yahoo! search the internet for keywords or phrases, and then show you the results. These results are not mediated by the search engines, and therefore you need to use your own judgement on the reliability of the results. You may, for example, find websites written by experts, alongside websites written by 3 Foreign communication In this section you will see how fluency in a foreign language is not necessary in order to communicate. Think about where and when you La poesía Muchas personas piensan que la poesía, especialmente en una lengua extranjera, es difícil de leer.
1 ¿Cuáles de los siguientes puntos le resultan difíciles a usted cuando lee poesía? 4.1 Introducción In this session you are going to find out about everyday activities in the Hispanic world, and get to know the most popular places to go.
Key learning points
Saying where you are going Using ir + a : ‘Voy a… ’
Vocabulary relating to public places 3.2 Actividad In this activity you are going to review some of the vocabulary that you have learned about tourist sights, as well as learn some new words. Classify the vocabulary in the box under the following two categories. Learning outcomes By the end of this unit you should be able to: express views and feelings in German use different tenses give factual information about Austria, Germany and Switzerland understand the conventions governing the use of du and Sie know some strategies for using dictionaries. Übung 6 Schauen Sie sich die folgenden Wörter an, die alle mit dem Thema Wind zu tun haben.
2.11.2 Revision: directions and dates In Extract 74 we asked some Avignonnais for directions. Listen and match the places, times and means of transport, according to their answers. Écoutez et reliez les expressions. 2.1.3 Activités 10 et 11 1. You want to know if there is satellite TV, free parking, Internet connection and a gym in your hotel. Listen to the prompts in Extract 45 and ask the questions, making sure you use the correct intonation. Écoute Working together for children: Stirling 2.9 Experiencing prejudice and discrimination Look again at your answer to Author(s):
Activity 10 Everyday languages
Actividad 19
Author(s):
Actividad 3.1
Activité 58
Activité 10
The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisation in Stirling, Scotland, will help you develop a skilled, dynamic and ethical approach to working with children.Author(s):
Activity 4
