2.4 Using the framework

The three-stage framework focuses on the processes of learning, and is a general approach that you can use in different ways. However, skills development also needs a context and should be linked into your course or work activities. A useful starting point is to use your course or project to provide a timeframe for your skills development work.

If you are following a formal course of study, the course will have been designed to develop your knowledge and understanding of a subject area,
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MC Masterchef by Colin Cookman

All other materials included in this unit are derived from content origi
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9 Notes to help you complete your portfolio

To complete your assessment portfolio you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1 (first introduced in Section 4).

Figure 1 (PDF, 1 page, 0.1MB)

7.2 Developing a strategy

Present notes/records that show you have planned your use of skills to work with others. Your evidence must include:

  • the goals you hope to achieve over 3–4 months or so; you should indicate how these goals relate to the context in which you are working and to your current capabilities;

  • notes/records about the resources you might use and what information you need to support you in developing your skills and completing the work; for e
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4.7 Am I saying too much?

Probably not. The people who worry about this are usually the very people who hold a conference together! There's no time pressure, as there might be in a face-to-face discussion. So, even if one person says a lot, there is still ‘space’ for everyone else. Don't worry unless:

  • over half the messages are from you; and

  • your messages are mainly offering your opinions rather than engaging in dialogue with others.

If so
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4.6 Not knowing what to say

It's perfectly possible to learn from what other people say without contributing anything yourself. After all, at a face-to-face tutorial some people won't say anything, perhaps because they feel shy. Working online means you can't see other people smiling in encouragement, so it can be hard to take the plunge and join in.

One good thing about online discussions is that they generally happen over a longer period. This gives you plenty of time to think about what you want to say, and eve
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3.2.1 How might you use it?

Chat has its limitations for serious discussion, but you may find it helpful to keep in touch with other students. You might ‘meet’ with other students in your group by arranging a time once a week when you can all be online. It can really help to know that there are others out there with problems similar to your own.


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3.3 Real time chat

Online chat is a means of having a quick written conversation with one or more people who are online at the same time. Compared with email, there's less of a time lag in waiting for a response. Messages are likely to be more spontaneous, and it can be anarchic when several people reply at once.


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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under aCreative Commons Attribution-NonCommercial-ShareAlike 2.0 Licencelicence.

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
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3.2.1 Assistive technology

We have arranged the information in the following sections by considering the main groups of disability and the technology that they use, although some students may use more than one assistive device and the same assistive device may be used by students with different disabilities.

It is important to note here that the descriptions in the following sections are rather general and this hides the wide diversity of impairments, abilities and experiences of disabled people. Grouping the cat
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Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

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