Learning outcomes Having studied this unit you should be able to: develop a strategy for using skills in Working with others over an extended period of time; monitor your progress and adapt your strategy as necessary, to achieve the quality of outcomes required when working with others; evaluate your overall strategy and present the outcomes from your work using a variety of methods.
Introduction This key skill focuses on developing your skills in Working with others and applying these skills in your studies, work or other activities over a period of time. To tackle all of 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 and evaluate your performance. A main purpose of this key skill is to guide you through the management of a group activity cul
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Adapted from derek'b: [Details correct as of 13th June 2007] All other materials included in this unit are derived from content originated at the Open University.
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7.2 Developing a strategy Present notes or records to show you have planned your use of number skills. Include: the goals you hope to achieve for your number skills over 3–4 months or so, taking into account the work you have to do and your current capabilities; notes about the resources you might use and the information you need to research to achieve your goals; for example, discussions and econferences, online resources, skills books, course materials, wo
9 Notes to help you complete your assessment 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 in Figure 1 below. Figure 1 (PDF, 1 page, 0.1MB) 3 Key skills assessment units This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected. The key skills assessment units provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new dev 2 Sources of help This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:
U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec 6.3 Referencing Once you start using the web for study and research, you'll see how convenient it is to find information that you can use for course notes, essays or reports. One of the most important of all your study skills is the ability to summarise information from other sources in your own words. Whenever you make use of any information that has been created by someone else, the author and the source must be clearly identified and acknowledged through the use of proper referencing. Providin 6.1 Introduction As a student, you're likely to engage in a variety of writing tasks. You'll almost certainly handle significant amounts of text and, depending on your course, perhaps also numbers or diagrams. This section looks at the different way that you write using a computer, and also provides some referencing advice. 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 Make your conference work You can make a big difference to the effectiveness of any conference, and to your tutor group conference in particular. We are going to discuss in turn the four main ways that you can help a conference work well: get involved; help people to get to know you; construct clear messages; take some responsibility. To get the most out of conferencing on your course, get involved 2.4 See what you can do on the web The web is immense, made up of information held on computers across the world. You can find out things about any subject or topic you care to name, however obscure it might be. The section entitled Searching later in this unit provides advice and tips on searching the web and finding what you want. 1.1 Communicating information With a heading like this one, you may be wondering if this unit has suddenly turned into a travel brochure. If it had, would you carry on reading if there were no pictures of the places you could visit? I certainly wouldn't. I hesitate to use the old saying about ‘one picture saves a thousand words’, but if I didn't mention it you would be thinking it. Pictures or diagrams can be very evocative and thought-provoking, but they can also communicate a lot of information very quickly. 1.3.7 Summary We can learn to use writing of all sorts as evidence by practising how to interpret it and by becoming aware of the conventions attached to its primary purpose for example as personal testimony, journalism, commercially produced material, such as market research and academic writing as well as material produced specifically through research such as interview data. When approaching a piece of writing: 6 Extracting a summary In developing short notes you are already beginning to extract key ideas from the text. To assist you further in this you might also find it helpful to bring the points you have highlighted and/or made short notes about together. This involves the use of link sentences and words, perhaps even the addition of short quotes taken from the text directly, and examples or additional words of explanation. In this way your notes build up into a summary which you can use more easily. Introduction This unit is about the very basic study skills of reading and taking notes. You will be asked to think about how you currently read and then be introduced to a some techniques that may help you to alter the way you read according to the material you are studying. In the second section you will be asked to look at some useful techniques for note taking and how you may apply them to the notes you make. This material is from our archive and is an adapted extract from Introducing the soc 3.4 The ‘flanker’ effect A potential problem for the feature integration theory is the fact that the time taken to understand the meaning of a printed word can be influenced by other, nearby words. Of itself, this is not surprising, because it is well known that one word can prime (i.e. speed decisions to) another related word; the example nurse – doctor was given in Secti 2.6 Summary of Section 2 The results of the visual attention experiments we have considered can be interpreted as follows. Attention can be directed selectively towards different areas of the visual field, without the need to re-focus. The inability to report much detail from brief, masked visual displays appears to be linked to the need to assemble the various information components. The visual information is captured in parallel, but assemb 2.5 Masking and attention Before I summarise the material in this section, and we move on to consider attentional processes with clearly-seen displays, it would be appropriate to consider the relevance of the masking studies to the issue of attention. We began the whole subject by enquiring about the fate of material which was, in principle, available for processing, but happened not to be at the focus of attention. Somehow we have moved into a different enquiry, concerning the fate of material that a participant was 2.3 Towards a theory of parallel processing When people are asked to guess about masked material, they are commonly able to provide some information, but it often lacks detail. For example, if participants in a Sperling-type experiment have recalled three letters, but are pressed for more, then they can often provide one or two. However, they generally do not know information such as whereabouts in the display the letters occurred, or what colour they were. These, of course, are exactly the kinds of detail that can be used to select it
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