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3.2.2 What problems might you have with getting feedback?

Only you can answer this. However, you might think that you will not find it easy to ask someone else to be a mentor and give you feedback about your own qualities, knowledge or skills. There may be all sorts of reasons for this. You might not feel that you know anyone that you would trust to give you feedback in a way in which you would find helpful. Acting as a feedback giver can put someone in such a powerful position that you might feel uncomfortable. You might feel that you do not know a
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3.2.1 Why can it be useful?

It is possible to argue that getting feedback from other people is useful because it gives a perspective that would not, otherwise, be available to us. There are many different theories that suggest there are aspects of ourselves of which we are only dimly aware. You may well have heard of Sigmund Freud’s idea that our minds are made up of both conscious and unconscious elements. Freud argued that the working of the unconscious part of the mind is almost impossible to access. However, these
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3.2 Getting feedback from other people

We recognise that getting feedback from another person and integrating theory can pose real difficulties. Getting feedback from someone might pose personal difficulties and it is never easy to relate theory and personal experience. Let’s take getting feedback to start with in order to see why this may be useful as well as looking at what difficulties it may cause. Hopefully, this exploration will suggest some ways of dealing with these possible difficulties.


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References

Adair, J. and Allen, M. (1999) Time Management and Personal Development, London, Hawksmere.
Allen, D. (2001) Getting Things Done: The Art of Stress-Free Productivity, London, Penguin Books.
Bennett, A. (1910) How to live on 24 Hours a Day [online], http://www.web-books.com/Classics/AuthorsAD/Bennett/How/Home.htm (Accessed 18 October 2006).
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2.7 Conclusion

This section has asked you to do a great deal of work on gathering evidence about what qualities, knowledge and skills you already have. There are two main reasons why this is important if you are going to use learning in order to achieve change. First, it is really important for you to have the self-confidence to know that you can achieve change. The activities in this section have been designed to provide you with opportunities to build up this much clearer picture. Another important aspect
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1.2 What's going on – learning online

In the following few pages we will look at some underlying principles of learning, and of learning computing skills in particular. This section is divided into two parts:

  • your learning style;

  • computing with confidence.


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1.1.10 Installing Adobe Reader

Adobe Reader is available here.

If you do not yet have Adobe Reader installed in your machine, you can download the software at http://www.adobe.com/products/acrobat/readstep2_allversions.html.

When you have installed the Adobe Reader you will be able to open the learning_styles.pdf file that you saved on your computer in the previous activity.

Use My Computer to locate this file, which you saved on your computer's hard disk.

If you followed my earlier instructions exa
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1.1.1 How to do it

In this unit we aim to give you some first-hand experience of learning online. You will carry out some activities during which we hope you will learn some useful skills.


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Acknowledgements

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

All other materials included in this unit are derived from content originated at the Open University.

Grateful acknowledgement is made to the following sources
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11 Conclusion

Just as we have advised earlier, we are not going to introduce any new ideas in this concluding section. We are using it to reinforce what we think our main points are.

Writing essays or reports can be time-consuming; individual assignments tend to focus in depth on specific topics rather than fostering a wider sense of the whole course. However, three or four or more assignments will bring benefits as linkages start to become apparent and the total programme of written work help
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10 Reflecting on tutor feedback

When you have taken the assignment as far as you can, you will benefit more from the feedback from your tutor than you will from further polishing.

  • If you have worked hard to become involved with your subject you will really appreciate having a captive audience. Someone with as much interest in the subject (and presumably greater knowledge) as you, will take time to read what you have written and to understand what you are trying to say.


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8.1.1 Achieving a good polish

Here is a list of indicators you can use to judge your polishing techniques. Most guidance notes given to students include these points, but they are not always followed.

Positive indicators Negative indicators
It is word-processed or clearly and neatly hand-written. The assignment is written on paper t
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7.4.2 The introduction of an essay

What is the introduction of an essay and what is its purpose?

Activity 18

Write down your own understanding of the term ‘introduction’ in relation to essays.

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7.4.1 The introduction of a report

The introduction of a report has a very specific role, and the range of approaches you may take is fairly limited. The function of such an introduction is to:

  • outline the aim of the investigation or experiment: list the objectives

  • provide background information in order to clarify why the investigation or experiment was undertaken.


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6.2 Turning the spotlight on your work

Having established some general principles, try now to subject your own work to the same scrutiny.

Activity 14

Take one of your most recent essays or reports and ask yourself, ‘What does it look like?’ That is, describe its physi
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6.1.2 Essay planning

Carefully read the following short essay. Try to identify its strengths and weaknesses in terms of planning. Take your time, but don't think you need to be familiar with the content, you are trying to find what provides the writing's framework.

Then try to answer the questions that follow in Activity 13.

There are advantages to stu
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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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5.2.1 When to look at the question

At what stage do you look at the title of your next assignment?

Activity 8

Note down what you think are the advantages and disadvantages of looking at the title before and after starting to work through the relevant section of your c
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4.3 Essays

Now let's turn to essays.

Activity 4

Note down what you consider to be the purpose of an essay.

Discussion

Michel de Montaigne, a French philosopher,
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8.4 Carrying out research

During this stage you get down to the business of analysing and interpreting the meanings of all your primary and secondary source material (documents, reports, newspaper accounts, books and articles), in the ways outlined in the previous sections of this unit. As you do so you will be making notes towards your project report. In this connection, it is very important to write down full references for all the material you use as you read each item. Then you can easily find partic
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