Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. All materials included in this unit are derived from content originated at the Open University.
4.4.5 Do – provide information Clear information for students and advisors is essential. Disabled students need to know whether they can complete all the learning objectives and what adjustments they can expect. They need this information in good time before they start the course so that they can plan ahead. We have more to say on this subject in the section, ‘Informing students’.
3.8.1 Use of computers by physically impaired people As described above, people may have a wide range of physical impairments, which differ in terms of the extent to which they impair computer use, indeed they may only need suitable furniture. The assistive technology used depends on the person's specific disability. People who have limited use of their hands or arms, or have reduced control of fine movements, may use a variety of input devices that suit their specific requirements, such as adapted keyboards, mice, trackballs and joystick
Learning outcomes The learning outcomes for this unit are to: gain a better idea of the principles of accelerated learning; develop some techniques to use in your classroom; plan how to change your way of teaching to use these techniques.
5 Further information The Scottish Government: Education & Training Curriculum for Excellence www.ltscotland.org.uk/curriculumforexcellence/whatiscfe/purposes.asp Learning and Teaching Scotland Literacy www.ltscotland.org.uk/literacy/index.asp Department for children, schools and families: Standards Site www.standards.dfes.gov.uk/primary/
8 Conclusion This study unit has tried to emphasise the issues to consider when constructing self-study Open Educational Resources for your intended learners. My objectives or learning outcomes were that, after studying this unit, you should: be able to state your own motivation for producing Open Educational Resources (OERs); have analysed some of the research into online learning; have evaluated some examples of resources for active
5.1 Introduction One of the key differences between Open Learning, where the ‘student’ is remote from the teacher, and a learner just reading a text book or looking up information for themselves on the internet, is the need to encourage active learning. Whether the material is text, online quizzes or audio-visual elements, the learner should not be a passive absorber of information but actively interacting with the resources. This is grounded in views of how people learn. But I have made some assum
4.3 Formats OpenLearn units can be downloaded or taken away in several formats: Print Format Unit Content XML Unit Content RSS OU XML Package IMS Content Package IMS Common Cartridge Plain Zip Moodle Backup At the asset level the major formats you will find are: text in XML or PDF animation
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Sue Platt has been a school governor for 21 years, at both primary and sec
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References 2. Does art have a value? Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills. Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha Introduction This unit introduces ideas which are likely to be of interest to a range of professionals interested in English language education, and is accessible to those who have not yet undertaken masters level study but might be interested in doing so in the future. It includes a variety of activities which help learners to relate theoretical discussion to professional practice. This material is from our archive and is an adapted extract from Language as a medium for teaching and learning 2.2 1 Social Darwinism and eugenics Nineteenth century reformers combined their new medical diagnoses with a concern to tackle what they saw as the social causes of cruelty and incapacity. Two theories dominated: social Darwinism and eugenics. Social Darwinism drew on Darwin's ideas of natural selection and emphasised the contribution of the fittest and most superior individuals to the survival of the human species. The social Darwinists, who included some of the most prominent thinkers of their time, believed that social 1.4 On being an insider and a researcher The two roles of practitioner and researcher are not always easy to combine. Sometimes it's difficult to detach yourself from situations and stand back when you know you've been a part of practice which you've begun to see differently. On the other hand, being an insider can bring some advantages. How did Howard Mitchell deal with these two roles? Click on 'View document' below to read Howard Mitchell's piece on 'The inside researcher' 1 Crossing boundaries: a case study A number of situations put a strain on the idea that caring is just an extension of 'being ordinary'. These include times when people are giving intimate care. Since the normal rules do not apply in these circumstances, we have to develop a set of special rules to guide practice, thinking very carefully about the core question: 'How can boundaries be respected in situations where intimate care is being given?’' This question will be explored through a fictional case study set in a res 1.3.5 Coping with relocation We have seen that attachment to place can be important in terms of developing and maintaining feelings of security and a sense of self-identity However, care for some people involves relocation. Changes of place often involve people in coping with other types of change such as: changes of role (for example from being a homeowner to being a resident of a home; or from being a hospital resident to being a resident in the community) 1 Attachment to place In this unit we are going to consider the way in which people identify and become attached to places, buildings, objects, and how this attachment can contribute to personal well-being or how we feel about ourselves (Low and Altman, 1992). Looking at why places become important provides a basis for asking questions about what happens when people have to move, a common occurrence for people in need of care services. The purpose of this unit is to focus on the psychological environment, ho Learning outcomes After studying this unit you should be able to: demonstrate an understanding of how shared histories of places and spaces could be an important resource to any caring relationship; identify ways in which the environment can become a resource for caring; appreciate the importance of personal control over changes of place in relation to how people cope and adjust. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.
Text: 'Dream parents': courtesy of Anastasia Lee-
Grateful acknowledgement is made to the following sources:
