References
The Egyptians are known for being ahead of their time in comparison to some civilisations that came after them. This unit looks at how the Egyptians solved mathematical problems in everyday life and the technology they used. An understanding of this area has only been possible following the translation of the Rosetta Stone.
Learning outcomes
The Egyptians are known for being ahead of their time in comparison to some civilisations that came after them. This unit looks at how the Egyptians solved mathematical problems in everyday life and the technology they used. An understanding of this area has only been possible following the translation of the Rosetta Stone.
Learning outcomes By the end of your study of this unit, you should have: an understanding of the common techniques underlying free verse and traditional forms of poetry; begun to identify aspects of your own experience and imagination that you can use when writing poems; learnt the basic terminology and practical elements of poetry. Except for third party materials and otherwise stated (see Author(s): Learning outcomes By the end of this unit you should be able to: have an awareness of the role of analysis to inform appreciation and understanding of poetry; be able to identify and discuss the main analytical concepts used in analysing poetry. Original Copyright © 2001 The Open University. Now made available within the Creative Commons framework under the CC Attribution – Non-commercial licence (see http://creativecomm Acknowledgements References Learning outcomes Learning outcomes After studying this unit you should be able to: discuss how children's early experiences with their parents/caregivers, siblings and peers contribute to the learning of new skills and problem-solving techniques; understand how parents/caregivers use talk and play in informal teaching and learning exchanges with toddlers and young children to communicate social and cultural practices; understand key psychological and educational theories and concepts References Learning outcomes Acknowledgements References Learning outcomes Course team Acknowledgements References Learning outcomes Learning outcomes After studying this unit you will: have developed a systematic understanding of knowledge and a critical awareness of issues in inclusive education; be able to reflect critically upon and analyse your own perspective, and that of others, regarding inclusion; be able to analyse and develop successful inclusive learning practices; be able to identify conceptual frameworks appropriate for investigating inclusion issues, examining the inc Learning outcomes References
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing.
Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing.
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
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.
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.
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.
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.
The ‘Big Bang’ is said to be the origin of our Universe. This unit will help you to comprehend what happened in the moments immediately after the Big Bang and during the initial cooling period. You will also gain an understanding of how this event turned in to the Universe we live in today.
