Learning outcomes
Do you need to change the way you think when faced with a complex situation? This unit examines how systemic thinking and practice enables you to cope with the connections between things, events and ideas. By taking a broader perspective complexity becomes manageable and it is easier to accept that gaps in knowledge can be acceptable.
1.1.1 Learning by experience It's a familiar idea but it implies two activities: learning and experiencing. Both activities need to happen if I am to say that learning from experience has happened. Experiencing seems to have two components. The first is the quality of attention that allows me to notice the experience and its components. The second is memory. Calling experience to mind allows me to examine the experience and to think about it in ways that were not possible at the time. Learning is what I take away from th
2.2 Taking responsibility for your own learning
Do you need to change the way you think when faced with a complex situation? This unit examines how systemic thinking and practice enables you to cope with the connections between things, events and ideas. By taking a broader perspective complexity becomes manageable and it is easier to accept that gaps in knowledge can be acceptable.
5.6 Learning and effective action
Do you need to change the way you think when faced with a complex situation? This unit examines how systemic thinking and practice enables you to cope with the connections between things, events and ideas. By taking a broader perspective complexity becomes manageable and it is easier to accept that gaps in knowledge can be acceptable.
Learning outcomes
Free trade or fair trade? This unit will help you to analyse the relationship that exists between developed and developing countries under the World Trade Organization regime of Development Round negotiations. The current world trade regime has a very mixed record in promoting growth and reducing poverty.
Learning outcomes
This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development.
Learning outcomes
The unit will examine the Enlightenment. To help understand the nature and scale of the cultural changes of the time, we offer a 'map' of the conceptual territory and the intellectual and cultural climate. We will examine the impact of Enlightenment on a variety of areas including science, religion, the classics, art and nature. Finally, we will examine the forces of change which led from Enlightenment to Romanticism.
Learning outcomes
Cars have sat nav systems, mobile phones use GPS: maps are important in everyday life whether captured by aerial photography, satellite imagery or simply drawn. This unit looks at how we read and evaluate the information in maps and assesses the values embedded within them. From mental maps to public transport and street maps: how do they affect your life?
Learning outcomes
This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement, that underpin current thinking in this area.
Learning outcomes
Technology is opening doors for those with disabilities. Being blind or deaf is now far less of a barrier than it was fifty years ago. This unit assesses various disabilities and describes how they might affect a person’s use of interactive devices. You will then look at some of the most common assistive technologies and discuss the requirements that each disability group might have for computers, and for other interactive products
6.3 Dyslexia (a specific learning difficulty)
Technology is opening doors for those with disabilities. Being blind or deaf is now far less of a barrier than it was fifty years ago. This unit assesses various disabilities and describes how they might affect a person’s use of interactive devices. You will then look at some of the most common assistive technologies and discuss the requirements that each disability group might have for computers, and for other interactive products
Learning outcomes
In a complex and rapidly changing world, social scientific study examines how we produce things, communicate, govern ourselves, understand our environments, and how to solve the problems we face in the organisation of social relations and processes. This unit provides a basic overview of how social science contains deeply embedded cultural assumptions and outlines the important relationship between philosophical thinking and practical research methods in social sciences.
Learning outcomes
Do you get stressed at the thought of an examination? Does the idea of revision fill you with dread? This unit will provide a host of tips to help you improve your revision and examination techniques and enable you to manage your time effectively by creating a timetable for your revision.
Stage 5: Understanding and learning the course material
Do you get stressed at the thought of an examination? Does the idea of revision fill you with dread? This unit will provide a host of tips to help you improve your revision and examination techniques and enable you to manage your time effectively by creating a timetable for your revision.
Learning outcomes
The internet is a fantastic source of information for any student, but how do you evaluate the information each site provides? This unit will help you assess the benefits of information technology, providing guidance on the protocols for using email, online conferencing and real time chat as methods of communication.
Learning more
The internet is a fantastic source of information for any student, but how do you evaluate the information each site provides? This unit will help you assess the benefits of information technology, providing guidance on the protocols for using email, online conferencing and real time chat as methods of communication.
Learning outcomes
The underlying premise of this unit is that we are all experts in different ways, and that our different experiences and understandings are of value. Inclusive education is presented and discussed as under construction, both in educational settings and as a concept. The materials to be found in this unit are largely rooted in the social model of disability and human/disability rights frameworks.
1.2.1 Children's perceptions of play and learning An innovative study looked at why children thought they came to their particular schools and centres. Researchers collected the things that children said and analysed the ways in which they said them. The intention behind this was to inform the development of the services the children and their families received (Farrell, Taylor, Tennent and Gahan, 2002). By taking this approach, the children became active and important participants in the work. Building the children's views into the developm
Learning outcomes
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
1.3 Learning beyond course study
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
