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7.2.4 Trap 4: words and wordiness

I have seen some effective rich pictures with lots of words in them but they are quite rare in my experience. More often, lots of words make the rich picture less rich. Part of the later use of a rich picture might include looking for patterns. Words inhibit your ability to spot patterns.

If you do use speech bubbles, use what people say, not your interpretation, unless the bubble is about some general attitude. Examples might be ‘Aaagh!’, ‘Help!’, ‘Oops!’ – the sort of th
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7.2 Complexity and rich pictures

This section is mostly concerned with thinking about your rich picture and the complex situation it depicts.

There are lots of ways of drawing a good rich picture and very few ways of drawing bad rich pictures. So my next strategy in supporting your learning, and your experience of this complex situation, is to propose a number of checks you might use to ensure you have not fallen into the trap of the less-effective rich picture.

Although my discussion will focus on rich pictures,
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Part 2: 1 Introduction

I have a number of purposes in mind as I write Part 2. You can read these in conjunction with Figure 4.

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2.3 Taking responsibility for your own learning

Not much of this unit conforms to the traditional pattern I mentioned earlier – the theory-example-exercise pattern. In particular, you will find you are expected to discover much of it for yourself. Why is this? This is a legitimate question and deserves a full answer. One year, a student at a residential summer school complained I had not taught him properly. I was, he told me, an expert and so why did I not demonstrate how to tackle the problem he was working on and pass my expertise on
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3.2 Learning by experience

It's a familiar idea but it implies two activities: learning and experiencing. Both activities need to happen if I am to say that learning from experience has happened. Experiencing seems to have two components. The first is the quality of attention that allows me to notice the experience and its components. The second is memory. Calling experience to mind allows me to examine the experience and to think about it in ways that were not possible at the time. Learning is what I take away from th
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1 Overview of the unit

Figure 1
Figure 1 An activity-sequence diagram showing the structure
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Learning outcomes

At the end of this free course you should be able to:

  • reflect on your purposes and expectations in doing this unit;

  • record in your Learning Journal your initial and developing understandings of what the course is about;

  • use your Learning Journal as an on-going record of your developing understandings, expectations and experiences;

  • use your Learning Journal to record your reflections;

  • begin taking responsibility for your
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References

Basalla, G. (1988) The Evolution of Technology, Cambridge, Cambridge University Press.
Baylis, T. (2000) Clock This: My Life as an Inventor, London, Headline.
Bell, D. (1988) ‘The third technological revolution and its possible socio-economic consequences’ (third annual faculty lecture), Salford, University of Salford.
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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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22 Part 3: 6 Key points of Part 3

You can experience this free course as it was originally designed on OpenLearn, the home of free learning from The Open University: Author(s): The Open University

Part 3: 5 Self-assessment questions

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19 Part 3: 3 Sustaining and disruptive innovation

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18.2.6 Encouraging diffusion

In general, innovations that are perceived as having relative advantages, being more compatible, less complex, observable, and trialable will diffuse more rapidly than other innovations.


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9 Part 2: Invention

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4.8 Has the telephone led to any related or spin-off products?

There have been a number of branches of the telegraph and the telephone family tree where research and experiment into one technology have contributed to the development of another.

An early example was Edison inventing the phonograph. He'd been working on a telegraph repeater to record telegraph signals using a stylus to vibrate onto and indent a sheet of paper. The idea was that when the indented paper passed across the stylus again the indentations would cause identical vibrations an
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2.1 Diagrams as models

Diagrams come in many forms and uses, but for systems thinking and practice it is useful to think of them as models (meaning ‘representations of reality’ in everyday usage). The term ‘model’ is used in a variety of contexts, even when there is a more commonly used term especially appropriate to its own context: models of terrain are usually called ‘maps’; models of electrical components wired together are usually called ‘circuit diagrams’; and models of the configuratio
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References

Bailey, R.W. (1982) Human Performance Engineering:A guide for systems designers, New Jersey, Prentice Hall.
Blackler, A., Popovic, V. and Mahar, D. (2003) ‘Intuitive use of products’, Design Studies.
Jordan, P. (2000) Designing Pleasurable Products, London, Taylor and Francis.
Norman, D. A. (1998) The Design
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12.1 Gathering data

In this section I will review some of the approaches and methods used by companies for identifying and exploiting marketing opportunities.

All over the world, producer companies have increasingly learned to keep a careful watch on emerging consumer requirements and changing user needs and wishes. They have not only learned to listen to what consumers say, but to watch what they do. Techniques used in market research to gather consumers’ views on products include both quantitative meth
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Discovering music: the blues
This free course, Discovering music: the blues, will introduce you to a musical tradition with roots in the nineteenth century but which is still relevant to making music today. You will learn about how the lyrics of blues songs reflect the social environment in which they were created, and about the musical techniques that underpin the structures of blues songs. You do not need to play an instrument, to sing or have any prior musical knowledge to be able to complete this course.
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

8.3 Worship in temples and street shrines

Apart from being intensely visible, participation in devotional practice at temples and festivals is extremely widespread within popular Hinduism. If we make allowance for regional and sectarian variations, we can gain some truly representative insights into a central preoccupation of living Hinduism. As in Section 6, I would like you to look
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