The purpose of the evidence you present is to show you can use different ways to learn. This means your example could be an assignment, project report, video recording, etc. that includes activities where you have taken responsibility for when and how you learned, perhaps as part of a distancelearning course (independent learning), and work you have learned using a different approach, perhaps by attending a tutorial, seminar, taking part in an econference, workshop, training session with a
Having studied this unit you should be able to:
develop a strategy for using skills in improving own learning and performance over an extended period of time;
monitor progress and adopt your strategy, as necessary, to achieve the quality of outcomes required;
evaluate your overall strategy and present outcomes of your work.
This key skill is about helping you understand how you learn; think about how you can improve your own learning and performance, and consider how you might generalise the principles and processes for future learning.
Improving your learning and performance could be considered to be a â€˜metaskillâ€™, that is the skill of learning how to learn. This unit, then, is a little different from the other skills units because improving your own learning and performance is not a separate option
1.1.7 Using the memory buttons
Calculations involving several operations can also be carried out in stages. One way to do this is to use the â€˜=â€™ key part way through the calculation. You can also use the calculator's memory.
The Windows calculator has a number of memory buttons, shown in Figure 2, to hel
After finishing this unit you should be able to:
use the Windows calculator to carry out basic operations and calculate percentages;
interpret and use information presented in tables and charts;
be able to round numbers appropriately.

*The Good Study Guide by Andrew Northedge, published by The Open University, 1990, ISBN 0 7492 00448.
Chapter 4 is entitled â€˜Working with numbersâ€™
Other chapters are entitled: â€˜Reading and note takingâ€™, â€˜Other ways of studyingâ€™, â€˜What is good writing?â€™, â€˜How to write essaysâ€™, â€˜Preparing for examinationsâ€™.

The Sciences Good Study Guide by Andrew Northedge, Jeff Thomas, Andrew Lane, Alice
7.2.1 Mean, median and mode
The mean, median and mode are all types of average and are typical of the data they represent. Each has advantages and disadvantages, and can be used in different situations, but they all give us an idea of the general size of the values involved. Here we provide brief definitions, and some idea of when each should be used.
The following set of data i
Charts, graphs and tables are all very helpful ways of representing a set of data. However, they are not the only ways of passing on information about data. This section looks at how you can analyse a set of data to summarise the given information as briefly and simply as possible.
Essentially, there are two features of a set of data that enable summarising: the average and the spread. This section starts by looking at what is meant by â€˜averageâ€™. If you have already studied OpenL
A pie chart is a circular chart (pieshaped); it is split into segments to show percentages or the relative contributions of categories of data.
6.1.1 When are pie charts used?
A pie chart gives an immediate visual idea of the relative sizes of the shares of a whole. It is a good method of representation if you wish to compare a part of a group with the whole group. You could us
5.3.1 What is a histogram?
The simplest definition of a histogram is that it is a bar chart with the adjacent bars touching each other. Unlike a bar chart, histograms are usually drawn only with vertical bars. Generally, histograms are used to illustrate continuous data whereas bar charts are used to illustrate discrete data (distinct categories).
Not all numbers are discrete. Consider the following measurements:

times to run a marathon

temperatures recorded at intervals during a day

weight of each bunch of grapes sold at a supermarket yesterday.
Time, temperature and weight are all examples of numerical data, but there is not a restricted set of values that they can take. Whereas you can have 2 or 3 children in a family but not 2.5, with tempe
5.2 Discrete and continuous variables
You may have been wondering why bar charts are generally drawn with separate bars. There is a reason for this and to discover what it is, you need to look at the nature of the categories of data being used.
The mode, or modal value, is the most popular value in a set of numbers, the one that occurs most often. However, it is not always possible to give the mode as some sets of values do not have a single value that occurs more than each of the others. Like the median, the mode can help us to get a better feel for the set of values. Retailers find the mode useful when they want to know which item to restock first.
Histograms are a special form of bar chart in which the bars usually touch each other because histograms always show data collected into â€˜groupsâ€™ along a continuous scale. They tend to be used when it's hard to see patterns in data, for example when there are only a few variables, or the actual amounts are spread over a wide range. For example, suppose you manufactured biscuits; it is important to manufacture closely to a given size, as there are regulations governing the sales of biscuit
4.3 Pie charts, bar charts, histograms and line graphs
These are all different ways of representing data and you are likely to be familiar with some, if not all of them. They usually provide a quick summary that gives you a visual image of the data being presented. Below, we have given a brief definition and some ideas of how each can be used, along with a corresponding activity. We suggest that you look out for similar examples in everyday life, and question the information that you see.
Tables are used as a way of describing what you are talking about in a structured format. They tend to be used to present figures, either as a summary or as a starting point for discussion. Tables are also probably the most common way of presenting data in educational courses.
Tables have always been compiled by someone. In doing so, the compiler may have selected data and they will have chosen a particular format, either of which may influence the reader. You need to be aware of the co
3 Reading articles for mathematical information
We gain much of our mathematical information from our surroundings, including reading newspaper and magazine articles. A skill that will be useful to all of us in our studies is the ability to do this in a structured way, as it is very easy to be uncritical of the information that we see. Newspapers and magazines frequently place mathematical information in the form of graphs and diagrams. All too often, we tend to assume that the information is correct, without questioning possible bias or i
If you want to improve your computing skills or knowledge, there are plenty of resources available to help you. This section aims to get your search started by providing you with some useful websites.
It's a good idea to get into the habit of regularly backing up your work files â€“ things like your notes and assignments. This involves making a copy onto another storage device such as a floppy disk, CDROM or memory stick. If anything goes wrong with the hard disk on your computer and you lose all your data, it's some compensation to find that you have a recent copy of your files.
To avoid losing important system files that run your computer, back them up using a data storage system
2.5 Find out how computers work
The BBC offers an Absolute Beginners' Guide to Using Your Computer (accessed 8 November 2006). This guide is ideal for anyone really new to computers.
If you're interested in the more technical aspects of how computers work and how they've developed over time, have a look at the BBC/Open University Information Communication Technology portal (accessed 8 November 2006).