8.7 Evaluating strategy and presenting outcomes This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your problem-solving skills that you want to develop further. At the end of this stage, use the records in your Skills File to complete the activity ‘Evaluating your problem-solving strategy and presenting outcomes’ and pull togeth
8.6.1 Monitor and critically reflect on your use of problem-solving skills As you use problem-solving skills in your work, refer back to the outcomes you hope to achieve and the goals you have set yourself. Ask yourself questions such as: am I on track to achieve my outcomes? what difficulties in using problem-solving techniques have I experienced and what have I done about them? how have the choices and decisions I made impacted on me and on others? do I need to make any ch
8.5.3 Negotiate the option to be taken forward In many contexts problem-solving activities will involve other people. You may need to seek permissions, advice, support and resources from a range of people, such as your tutor, manager, group or team colleagues, or others who may have authority over or be affected by your work. Some aspects of negotiation are: gaining the co-operation of colleagues, as necessary; establishing the availability of resources, including staffing;<
8.3.4 Research information from other sources Spend some time finding out about what you will need to help you complete your problem-solving work successfully and who you need to consult. You may need to arrange access to a library, the Internet, databases on CD-ROM or online, or specialist training or publications. If you need to learn more about tools or techniques (for example concept maps, critical-path diagrams or flowcharts), then look first at your course material, and then at study guides or notes aimed at your area of interest (
8.3.2 Identify the outcomes you hope to achieve An outcome is the result or consequence of a process. For example, you may want contribute effectively to a design project in a course, or work in a team to improve a product or system. In this case the design or product improvement is an outcome, and using your problem-solving skills is part of the process by which you achieve that outcome. You may find it useful to discuss or negotiate the outcomes you hope to achieve with others. Solving problems will often depend to some extent on other k
7.6.5 Identify ways of further developing your number skills Think about your overall number skills and suggest areas where you feel you need to improve, based on the experience you have gained. You might find it useful to discuss with a tutor, manager, another student or work colleague how you might do this. There may be changes you feel you need to make so that you can move forward, such as trying to extend the facilities and resources available to you, changing the way you study to make best use of the time you have, or focusing on improving your ow
1.1.1 When do we use key skills? Key skills underpin almost everything we do. In the following table, there are some examples of when we use key skills as part of our studies or in other areas of our lives. As you read through the list, think about how confident you are in each of the key skills. Click on 'View document' below for a printable version of Table 1 that you can fill in. 7.6.1 Interpret results and identify your main findings In stating your conclusions and interpreting the results of your work, you should refer back to what you set out to investigate or demonstrate. Have you achieved your goals? What evidence have you got to support your conclusions? If you are making general statements based on your work (for example a statistical analysis of data), then you should be able to explain clearly the reasoning that has led to your conclusions. In quoting mathematical results you should be able to say whether the resu 2.2 Central and local government Introduction With the announcement of the summer Olympics coming to London in 2012, fierce competition between football clubs in the domestic league, and developments in coaching and training throughout all areas of physical fitness, there has never been a better time to learn more about sport. Many of us take for granted what we know about sport, whether we participate or spectate. But have you ever thought about delving deeper, to find out more about the sport you follow in particular and how it fits in "Stand Tall Molly Lou Melon" Written by Patty Lovell Read Aloud Online bestellen Java OOP: Polymorphism, Type Conversion, Casting, etc. Java OOP: Runtime Polymorphism through Inheritance Tisha Bender- Discussion-Based Online Teaching To Enhance Student Learning Next Steps Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: If you wish to study formally a Introduction This key skill develops your problem-solving skills in your studies, work or other activities over a period of time. To tackle this key skill, you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor your progress and evaluate your strategy. Problem solving runs through many other activities and, rather like the key skill in OpenLearn unit U071_1 Improving own learning and 6 Concentrating, storing and transporting energy
www……..gov.uk You can now access government directly through the web. E-government in action. While studying this unit you look at the scope of e-government, the databases that are necessary, the use of biometrics in identification and verification of identity and assess the usability and accessibility of websites.
Molly Lou Melon may be tiny, clumsy, buck-toothed, and with a voice "like a bullfrog being squeezed by a boa constrictor," but she doesn't mind. Her grandmother has utmost confidence in her, and tells her at every turn to believe in herself. "Sing out clear and strong and the world will cry tears of joy," Grandma says. But Molly Lou's self-assurance is put to the test when she moves to a new town, away from her friends and beloved grandmother. During her first week of school, Ronald Durkin taunt
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Richard Baldwin
Baldwin teaches you about assignment compatibility, type conversion, and casting for both primitive and reference types. He also teaches you about the relationship between reference types, method […]
Richard Baldwin
With runtime polymorphism, the selection of a method for execution is based on the actual type of object whose reference is stored in a reference variable, and not on the type of the reference […]
Bender talks about the 2nd edition of her book, Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice, and Assessment. The new edition offers new insights and ideas derived from the author's teaching in the eight years since she wrote the first edition, as well as from extensive research in the latest literature.
This unit lays the foundation of the subject of mechanics. Mechanics is concerned with how and why objects stay put, and how and why they move. In particular, this unit - Modelling Static Problems - considers why objects stay put. And it assumes that you have a good working knowledge of vectors.
Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This unit provides background information to each resource, so that you can assess them for yourself.
