Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 9122 result(s) returned

1.3 Requirements gathering

Here we are concerned only with the requirements that relate specifically to the data. Establishing requirements involves consultation with, and agreement among, all the users as to what persistent data they want to store along with an agreement as to the meaning and interpretation of the data elements. The data administrator plays a key role in this process as they overview the business, legal and ethical issues within the organisation that impact on the data requirements.

The data req
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

Childhood in crisis?
This free course, Childhood in crisis?, explores an idea much repeated in minority-world media that childhood is in crisis. Looking at this idea is a starting point for the study of childhood. You will consider the concept of childhood and the ways in which the notion of crisis may shape how children in the West are seen. By completing the activities, you will be introduced to different ways of understanding this idea and also asked to consider your own feelings in relation to it.Author(s): Creator not set

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Extending and developing your thinking skills
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This free course, Extending and developing your thinking skills, will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.Author(s): Creator not set

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

The family at the centre of early learning
This free course, The family at the centre of early learning, focuses on the positive learning relationships that can exist in any family and how ordinary, everyday domestic activities can sustain learning. You will consider how the traditions and cultural practices of the community to which the family belongs filters through to the child’s experiences. In doing so you will think about why such influences may not have a uniform impact from family to family. You will also explore how learning i
Author(s): Creator not set

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Acknowledgements

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

The content acknowledged below is Proprietary (see terms and conditions)
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

Keep on learning

Study another free course

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

License information
Related content

Copyright © 2016 The Open University

Conclusion

This free course provided an introduction to studying Languages. 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

License information
Related content

Copyright © 2016 The Open University

8.1 Introduction

Once you have got a general understanding of the process of learning how to learn, and have tried applying it to an assignment, you may be able to see how the same approach can be applied to revision, exams or any other form of assessment at the end of your course. This section looks at how the four phases (preparing, exploring, implementing and reviewing) relate to revision and exams. You may want to remind yourself of the overall process by looking again at
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).

This image shows a mapping diagram, which consists of four boxes connect</span><br><span class=Author(s): The Open University

License information
Related content

Copyright © 2016 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

License information
Related content

Copyright © 2016 The Open University

1.2 What do we mean by learning how to learn?

Activity 1

This activity will help you to explore what we mean by learning how to learn.

Think back to an example of study you have done in the past, or any fairly structured learning opportunity you remember. Focus
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

1.1 Examples

Each activity is followed by a discussion and examples of the responses of two students. Both students are studying Open University courses that will eventually count towards a degree. These are nine month distance learning courses.

Course material is delivered to students by post, email or online. Their assignments are submitted by post or email, marked either by a computer or a tutor, and returned. Open University students are provided with a tutor, regular tutorials and guidance on c
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

1 Developing your problem solving skills

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

This course 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 st
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

5 Effective use of information technology

The purpose of this course is for you to create a portfolio of your work to represent you as an effective user of information technology (IT) within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your IT skills. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall.

Using information technology skil
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

3.5 Presenting a coherent argument

Presenting a coherent argument is closely linked to ‘answering the question’. The essence of an essay is that it sets out to be an argument about the issues raised in the title. Even if you have a lot of good material in it, it will not be judged ‘a good essay’ unless the material is organised so that it hangs together. This implies two things:

  1. You need to sort out your points into groups so that they can be presented in a structured way
    Author(s): The Open University

    License information
    Related content

    Copyright © 2016 The Open University

1.3 Developing your essay-writing ability

To develop your skill in writing essays you need to address two basic questions.

  • What does a good essay look like?

  • How do you set about producing one?

We will look at the first of these questions in this chapter and the second in the next.


Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

Conclusion

This free course provided an introduction to studying geography. 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

License information
Related content

Copyright © 2016 The Open University

3.3 Maps and the modern world

Maps play a fundamental role in the functioning of modern Western societies. They are important as legal documents in both the public and private spheres: your proof of the boundaries of your property as well as the location of international borders. Maps are important in military campaigns, territorial disputes, explorations for mineral resources. Maps may be a source of conflict and competing claims to land and water. In some cases the conflicts are also cross-cultural. Western-style corpor
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

3.1 Maps as history

Maps represent knowledge of the time and space within which they are compiled and produced. In this way they form part of the historic record. An old map is a picture, albeit selective, of the past and forms a baseline for studying change. The first edition of the Irish Ordnance Survey (see Map 2 below) provides a picture of the landscape just
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

1.1 What makes a map?

Map 1
Map 1 The Millennium Dome in Greenwich, one of 56,000 photographs taken for the Mill
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457