Learning to learn: Learning can mean change
This free course, Learning to learn: Learning can mean change, starts to explore what it takes to learn and change. Through the use of activities and introducing academic skills and evaluating websites, it will give you the opportunity to start to think about what change and learning means to you. First published on Tue, 29 Mar 2016 as Author(s): Creator not set

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Course image: woodleywonderworks in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

All materials included in th
Author(s): The Open University

The equation 23Â =Â 8 means that 3 is the index of the power to which we raise the number 2 to produce 8.

A logarithm is an index, and in this example, 3 is the logarithm of 8 to the base 2. We write this as

Log2 8Â =Â 3

These two equations are identical: 23Â =Â 8 and log2 8Â =Â 3

They express the same fact in the language of logarithms.

Author(s): The Open University

You may find it useful to plan the way you will start your exam. Having a routine can be calming when under pressure. This is from a student who recommends a checklist:

I have a mental checklist of what I need to do once I've turned over the paper. I do this because I used to rush in and answer the fir
Author(s): The Open University

3.1.1 First find a place to revise

Other than the obvious suggestions of having a warm, well-lit and comfortable place to work, we also suggest that you think about choosing a revision place where you can spread out your materials and leave them as they are, without having to pack anything away. This means that you can pick up and put down your revision whenever you find time to revise. This will help you to make the most of your revision time.

On the other hand, you may find that you concentrate better away from the dis
Author(s): The Open University

7.3 Review the whole process

Before you file away your assignment and return to your current study, spend a little time reviewing the whole process of preparing, exploring, implementing and reviewing your assignment. Review what you did and how you did it in each of the four phases. Trying to identify just one thing that went well and one thing that you could have done differently can help you in your future study. Remember that your review should focus on the process of the preparation
Author(s): The Open University

4.1 Preparing

In the preparation phase you should pause before starting a new section of work and think about it as a whole. What needs to be covered? What are the various components of this block of work? What are the learning objectives or outcomes? What will you need to know and be able to do at the end of it? What is required in the assignment?

There are two main activities during this phase, both directly related to your course work and assignment:

• analysing
Author(s): The Open University

3.2 A summary of the phases and activities of learning how to learn

We can represent the process of learning how to learn in a diagram with four phases (Figure 1).

Author(s): The Open University

3.1 Introduction to applying your learning

In this part of the course we invite you to apply some of the ideas we have introduced in a more structured way. One of the easiest ways to really understand learning how to learn as a process, rather than as a series of individual activities, is to apply it to a section of the course you are currently studying. Choose a section that is complete in itself - for example, a block of the course - and that leads to an assignment. We suggest that you read through the whole of this section a
Author(s): The Open University

2.3 Coping with difficult parts

Salim and Lewis mentioned that they found some sections of Layard's article difficult. So did I; for example, anyone without a background in economics would have difficulty grasping the arguments in paragraphs 13 and 14.

So what should you do when you can't make sense of what you read? Should you search online to find out about taxation theory? For my own satisfaction I searched for a definition of â€˜marginal rate of taxationâ€™ just to get the gist of it. I also tried to write down th
Author(s): The Open University

3 Different kinds of thinking

Thinking is something we do all of the time.

## Activity 3

Briefly write the story of your day so far reflecting carefully on the amount and types of thinking you have done.

Author(s): The Open University

Personal computing is not a mature technology. It is changing so fast and becoming so complex that it never gets a chance to settle down and become really reliable. You need to learn ways of coping with this unreliability, to learn to laugh at the frustrations you will encounter and find ways of minimising the damage.

There are various ways of coping with computing problems:

• Save your work often â€“ every few minutes, not every few hours.

Author(s): The Open University

â€ƒ

## Study another free course

There are more thanÂ 800 coursesÂ on OpenLearnÂ for you to c
Author(s): The Open University

Now that you are beginning to draft, keep the assignment's title in front of you. Refer back to it regularly in ordering your material. Are you doing what you are asked to do, or are you writing about what you want to write about?

Author(s): The Open University

This kind of work teaches some very valuable skills:

• how to set about an enquiry

• how and where to find source material and information

• how to make your own investigations

• strategic planning

• time management

• cutting corners and being pragmatic

• analysing and interpreting primary and secondary source material

Author(s): The Open University

Here, then, is the two-verse poem we will focus on in the next few sections of the course. As you see, I have left out the ends of the lines in the second verse. So it presents you with a kind of â€˜puzzleâ€™. (But I have included the punctuation, and added line numbers for ease of reference.)

1. The grey sea and the long black land;

2. And the yellow half-moon large and low;

3. And the startled little waves that leap

Author(s): The Open University

Use your assessment and reflective comments to suggest ways of improving your own performance in working with others. How do you intend to make these changes? Working in a group is a skill that you may need to go on developing throughout your course of study and in the workplace. All groups vary, and to enhance the performance of any group, as well as to help individual group members develop their skills, it is helpful to look at how the group has operated.

Author(s): The Open University

Exploring and identifying sources of information is about finding out what you don't know as well as using and adapting what you do know. Group projects and assignments frequently require you to carry out research and this will involve identifying specific resources you may need. For example, think about the materials and equipment that might be needed and whether the group needs to get specific expert advice and support and, if so, where you can obtain this.

It is also important to spe
Author(s): The Open University

This stage is about keeping track of your progress. Are you tackling your problem-solving activities effectively? How do you know? Could you have done things differently, made use of different tools (such as software packages) or facilities, taken more advantage of tutorials, training sessions or local expertise, or recognised that such support would have helped you?

Monitoring your own performance and progress needs practice; try to stand back and look at what you are doing as if you w
Author(s): The Open University

As you use number skills in your work, refer back to the outcomes you hope to achieve and the goals you have set yourself. Ask yourself questions such as:

• am I on track to achieve my outcomes?

• what difficulties in using numerical or mathematical techniques have I experienced and what have I done about them?

• how have the choices and decisions I made impacted on the quality of my work?

• do I need to make
Author(s): The Open University