4.2.2 Using the web more effectively: gateways A gateway on the web is a website intended to direct users to other preselected websites containing information on a particular topic. It can also refer to a computer that acts as a message router on the internet University librarians often set up gateways for particular areas of study, although they may be set up by anyone with sufficient expertise in a topic. Gateways may be fairly general, such as a gateway site for sciences, or more specific, such as a gateway for part
3.5 Summary This section examined how human beings obtain data in the first place, by turning sensory data into something that can be communicated and reasoned about. We ‘code’ this data using signs and symbols that are agreed within a community. The section explored, again, the distinction between data and information, and noted that one person's data could be another's information. It went on to describe how humans invented computers because we have a compelli
3.3 Stage 2: Gathering the course material together You will need to gather all your course material and lecture notes together, and organise them properly. Your course material or texts should contain an overview of your course. Keep this to hand, as it will prove invaluable in you come to identify the topics you will need to revise. There are also other sources of information that you can draw on when gathering information for your revision. 5.1.6 Are the conclusions justified? Though I was interested in the idea of treating high incomes as ‘pollution’, I did wonder whether taxing people to pay for the pollution caused by their rising incomes would work. In general though I was reasonably convinced by the conclusions Layard drew. On the other hand, if I was studying the subject more seriously, I might find that wider reading and further thought would make some of the conclusions seem less convincing. 2.4.5 Reflecting on communication skills Communication can be approached in terms of the skills needed to get a hoped-for response. By seeing communication in terms of skills, it is easier to focus on what skills you already have and use. Once you have a reasonably clear picture about this, it is much easier to see where you might want to act to increase your communication strengths and decrease any weaknesses. It can be useful to try assessing what you see as someone else’s communication skills before you think about your o 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 2.4 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. 4.4.5 Do – provide information Clear information for students and advisors is essential. Disabled students need to know whether they can complete all the learning objectives and what adjustments they can expect. They need this information in good time before they start the course so that they can plan ahead. We have more to say on this subject in the section, ‘Informing students’. 1.1 Why include accessibility in innovation? In countries where the use of computers and the web in daily life is widespread, many disabled people now have better and more independent access to information and communication. New technology developments can make this access easier, but they can also raise new barriers. These barriers can often be removed by considering the needs of disabled users when designing and implementing computer interfaces. This is what we are talking about when we use the term ‘accessibility’. As commo Introduction Accessibility for disabled students is a topic which could be included in any area of the curriculum. Most education professionals are aware that they should consider it, but are unsure of what it means, the implications for their role and where to get information. This unit addresses that need. This unit is from our archive and is an adapted extracted from Innovations in elearning (H807) which is no longer taught by The Open University. If you want to study formally with us, you References 3.1 Introduction The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education. 1.6. Listening, reading and language assimilation One assumption that is widely held as axiomatic is that people learn by doing … We seem to have deduced that people learn to speak by speaking and so on. In reality one simply drowns by attempting to swim without some sort of prior preparation and theoretical instruction. Obviously the art of speaking can be improved by practice but the skill of speaking is learnt primarily in a vast complex of other ways. It might be su 2.3.1 Analysis Have as the starting point the student teacher's perceptions and concerns about the lessons. Consider the evidence collected and impressions formed. Identify the various strengths of the lesson. This is particularly important, as student teachers can become demoralised if the discussion concentrates only on their weaknesses and suggestions for change. Identify those aspects that could usefully have been don Acknowledgements The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Übung 14 Sie sprechen jetzt mit einer Bekannten über die Rolle der Trachten. Ihre Bekannte ist sehr kritisch eingestellt, Sie argumentieren gegen diese Position. Sie hören auf Englisch, was Sie sagen sollen, und sprechen dann in den Pausen. 1.4.5 M is for Method Method is about the way in which a piece of information is produced. This is quite a complex area as different types of information are produced in different ways. These are a few suggestions to look out for:
Opinions – A lot of information is based on the opinion of individuals. They may or not be experts in their field (see P for Provenance) but the key message is to be clear that it is just an opinion and must be valued as such.
Research – You don’t have t 2.3.4 Using ‘quel’, ‘quelle’ You have already come across the following question:
Quelle est la date de votre anniversaire?
Quel means ‘what’ or ‘which’. It changes to quelle if the noun that it is linked to is feminine. 2.3 Video activity: Discussion A key aspect of this work is ‘partnership’. Service users are called ‘members’ at Redcar & Cleveland Mind and Jane spoke about their involvement as being integral to the service. Members may also be volunteers and have roles on the executive committee. For example, the co-chairs of the executive committee are also members of Redcar & Cleveland Mind. The service has evolved as a response to members and Jane likes to hear their views directly, as well as through colleagues. Jane conside References
Activity 2: Meeting legal requirements in Scotland
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