## Activity 3

You do not need to explore this in detail - just pause for a moment and think about:

• one good (enjoyable and effective) learning experience
• one experience that was p
Author(s): The Open University

After studying this course, you should be able to:

• think about and understand personal ways of learning

• apply the ideas and activities in this course to existing learning experiences

• learn reflectively.

Author(s): The Open University

This free course provided an introduction to studying Information and Communication Technologies. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.

Author(s): The Open University

This Key Skill Assessment Course offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of information literacy.

This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio.

In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in your
Author(s): The Open University

After studying this course, you should be able to:

• demonstrate a strategy for using skills in information literacy over an extended period of time

• monitor progress and adapt the strategy as necessary, to achieve the quality of outcomes required

• evaluate this overall strategy and present outcomes from your work, including citations and a bibliography.

Author(s): The Open University

Calculations involving several operations can also be carried out in stages. One way to do this is to use the '=' 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 help y
Author(s): The Open University

To perform a simple arithmetic calculation:

1. Enter the first number in the calculation (for example '123') using one of the following methods:

• Using your computer keyboard's numeric keypad, which (if you have one) is on the right of your computer keyboard. Check to see whether the Num Lock indicator light is on and if it is not press the NUM LOCK key.

• Using your computer keyboard's numeric key
Author(s): The Open University

One of the most fascinating and productive ways of using your computer for study is connecting to the internet to access the extensive amount of information available on the web. Such a diverse range of material brings its own challenges.

It's therefore useful to know how to search effectively. Have a look at our Web Guide (accessed 8 November 2006).

The BBC's Webwise online course (accessed 8 November 2006) will also help you become a confident web user.

This
Author(s): The Open University

We can see that Philip knows what a sentence is because he writes some perfectly good ones. For example:

In many ways going into urban life from the countryside was beneficial to woman of the upperclass.

This sentence begins with a capital letter and ends with a full stop. It has a subject (urban life) and a main verb (was). As any sentence is, it is a self-contained ‘unit of meaning’. It m
Author(s): The Open University

Of all aspects of studying, writing is probably the most challenging. That is because when you write down an account of your ideas for other people to read you have to explain yourself particularly carefully. You can't make the mental leaps you do when you are in conversation with others or thinking about something for yourself. To make your meaning clear, using only words on a page, you have to work out exactly what you think about the subject. You come to understand it for yourself i
Author(s): The Open University

Mind–body dualism has been a pervasive problem since the seventeenth century. One consequence of this dualism is the way in which bodies have been treated in psychology. They have generally either been ignored or reduced to biology. However, our bodies are much more than simply biology; at the very least, they are the interface between the individual and the social world or, more radically, they are inherently social objects. There is growing recognition of the interaction between our bodie
Author(s): The Open University

As we saw in Section 1, ‘medical’ approaches to some psychological conditions have focused on biochemistry and the use of corresponding drug treatments. Very little research of this kind has been applied to dyslexia. However, emerging evidence suggests that there may be a biochemical contribution involving abnormal metabolism of highly unsaturated fatty acids (HUFA) – essential substances that play a key role in brain development and the maintenance of normal brain function. In f
Author(s): The Open University

What did you write for ‘normal’ eyesight? The ability to see clearly without glasses? It is unlikely that you wrote down short- or long-sightedness as an example of ‘normal’ eyesight, even though they are very common. However, they are not seen as ‘normal’ because having to wear glasses is perceived as a limitation or even a form of disability. This relates to one of several so-called ‘medical models’ of normality, which centre on the idea of uniformity of physical and psychol
Author(s): The Open University

This free course provided an introduction to studying Education, Childhood & Youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.

Author(s): The Open University

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence

Grateful acknowledgement is made to the following sources:

Course image: Author(s): The Open University

If I have seen farther than others, it is because I was standing on the shoulders of giants.

Sir Isaac Newton (Letter to Robert Hooke, 1676)

At the foreground of this final part of the course is one of its more important themes – that knowledge is something held, developed and perpetuated both by and in the context of communities, societies and cultures. Newton's declaration to Hooke (abo
Author(s): The Open University

To understand science, it is important that we appreciate the contexts in which discoveries are made or suppressed. We can see from the account on the previous page that human understanding of the universe has changed significantly over time. The social and political climate in which scientists work has always had a profound influence on what can and cannot be said, done, published or even postulated as worthy of further investigation. (You could undertake a similar study of the debates on hu
Author(s): The Open University

## Study another free course

There are more than 800 courses on OpenLearn for you to
Author(s): The Open University

Between 1995 and 2012, The Open University trained just over 8000 teaching assistants through its course E111 Supporting learning in primary schools and its now discontinued Specialist Teacher Assistant course. Most were women and many were mothers; a very small percentage were male. Heather Wakefield (2003), head of local government liaison at UNISON, emphasises the link between caring work in the public sector and the recruitment of a predominantly female paraprofessional workforce. She sug
Author(s): The Open University

After studying this course, you should be able to:

• be able to discuss how the UK’s teaching assistant workforce came into being

• be developing your understanding that teaching assistants are part of a wider assistant workforce in the public services of health, social services and education

• have insights into the diverse roles and distinctive contributions of teaching assistants across the UK

• be able to identify some of the skills tha
Author(s): The Open University