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2.1 A framework for learning

This section introduces the key skills approach to learning, outlining a three-stage framework to support the development of your skills, and relating this framework to learning tasks you are likely to come across.

All of us use key skills as part of our study and work. Working with others in teams, sharing ideas, solving problems, researching information and writing essays and reports are all activities using key skills. Developing our key skills is not about remembering facts – but
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5.1a Working on improving your IT skills

The three-stage framework for developing your IT skills provides the basis for you to become more confident in:

  • developing a strategy for using a variety of IT skills, including being clear about what you want to achieve, identifying relevant sources of information that will help you to achieve your goals, and planning how you intend to improve your skills;

  • monitoring your progress and critically reflecting on your performance in sear
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6.5.4 Monitor and critically reflect on your use of IL skills

As you develop your information literacy skills, refer back to the outcomes you hope to achieve and goals you have set yourself. Ask yourself questions such as:

  • am I on track to achieve my outcomes?

  • what difficulties in using information literacy 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 mak
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British prime ministers 1783 - 1852
To access this learning object you should copy and paste this link into a browser: http://www.nottingham.ac.uk/~cczjrt/pm/ The 'view resource' link on the right handside of this page is not currently working. This learning object on British Prime Ministers, 1783-1852, is designed to support the programme of lectures and seminars on the module The Many Faces of Reform: British politics, 1790-1850. It will help familiarise you with the leading political figures and parliamentary groupings of t
Author(s): Gaunt Richard Dr;Tenney Julian;Huskinson Sandra

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Except for third party materials (materials owned by someone other than The University of Nottingham) and where otherwise indicated, the copyright in the content provided in this resource is owned by

5.2.2 Opening up ideas: analysing the question

What do you need to know about your assignment? Most importantly, what it's about (i.e. the topic). Once you have worked this out, you are in a better position to gauge how much you already know and how much you will need to find out.

Activity 9


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6.1 Defining amplitude

Another important property of a sine wave we need to be able to specify is its amplitude. In essence, the amplitude of a sine wave is its size. Unfortunately there are various ways of defining what is meant by the size of a sine wave, and you are likely to come across many of them in material you look at outside this unit. Before I explain what our definition is, it will help matters if we look at what is meant by the average value of a sine wave.

Figure 16 shows a sinusoidally a
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Transitional Justice in Libya
Elham Saudi gives a talk for the OTJR seminar series on 1st February 2017.
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Cast iron with magnesium induced spheroidised graphite
Cast iron is a brittle material and it is advantageous to process it in such a way to improve its ductility. The brittleness is partially due to the graphite flakes which act as nucleation sites for cracks. Therefore it is an advantage to have the graphite present as spheres. This can be achieved by a heat treatment regime or by the addition of a small amount of Mg which poisons the graphite growth directions.
Author(s): DoITPoMS, University of Cambridge,Dr R F Cochrane,

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http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

1.6.1 The example

Suppose that a couple who have children are thinking about the next family holiday. They list five options, including staying at home. They also list four criteria and they give each an importance weighting on a scale of 1 to 5, where 5 is the most important and 1 is the least important.

The evaluation matrix would look like Author(s): The Open University

3.5 Distinctions about systems practice

A tension has existed throughout the history of Western thought around whether to focus on parts or the whole. The practice that springs from this history carries the same tension. This tension has been particularly visible within science and philosophy for a long time and it gives rise to different approaches. I will be addressing these tensions in Author(s): The Open University

シェイプの基本操作
このビデオでは矩形・楕円ツールでの描画方法など、シェイプの基本操作についてご紹介します。
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5.4.2 The main body of the interview

Your main objective is to gather information. A practical target is to expect the candidate to talk for 70 per cent of the time. Example 2 describes the kind of conduct to avoid when interviewing.

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Learning outcomes

After studying this course, you should be able to:

  • provide a range of definitions of corporate governance

  • identify issues usually addressed by corporate governance structures

  • summarise recent scandals and abuses and the regulatory reaction

  • identify the other drivers of corporate governance, such as capital markets, shareholders and rating agencies.


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3.19 Practical examples of negative numbers

Negative numbers occur in financial matters, in temperature or height measurements and many other practical situations.

Example 26

  • (a) If the value of a painting increases by £20 a year and it is worth £200 today, how much will it be worth in a year's time
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3.4 Monitoring progress

Monitoring progress is about keeping track of what you are doing and how well you are doing it as you work towards your targets. It is about being able to make an assessment about yourself and being ‘self aware’ about your own capabilities, how you learn best, things that have helped you and so on. One problem in becoming more aware of yourself and making a self-assessment is that you may not know enough terms to describe yourself. Think of the first time you were asked to describe a pain
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4.3.4 Monitor and critically reflect on your use of communication skills

You need to know how to track and record your progress on your use of communication skills. Try to assess the overall quality of your written and oral work and the way you produced the work. Checklists and criteria provided as part of the project or assignment and those set out in the Bookmark can be very useful tools in helping you to assess for yourself precisely what you are doing and how well you are doing it. Unless you know what you are doing wrong, it is very difficult to improve.

<
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2.2 Language and shopping

The concept of self-service has reduced the use of spoken language dramatically, and nowadays shopping transactions may involve no more than the exchange of a few words. However, uses of literacy in shopping are probably increasing, as the next Activity shows.

Activity 3: Shopping and li
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3.8 Evaluating strategy and presenting outcomes

By now you will have found out about and sampled different resources for learning and used different ways to learn. But the structured approach used in this section is one of the main resources for developing and improving your other key skills.

So how do you know if you have learned? How do you know if you have improved? How do you know if you are meeting the standard for improving your own learning and performance expected of someone doing a course in higher education or using higher
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this course:

Couse image: JudithBy: Judith in Flickr made available under Creative Commo
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1.1 Preparation for study

One of the main purposes of this unit is to help you develop two kinds of skills:

  • the general skills of being a student

  • some skills which are particularly associated with the way social scientists work.

Both are of fundamental importance to your success in studying other courses. This unit is about the very basic study skills of reading and taking notes. These are basic in the sense that they are the foundation for all su
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