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3.1 The World Wide Web

The aim of Section 4 is to describe briefly the main facilities of the Internet that are used to support e-commerce and e-business systems.

The web is nothing more than a collection of files stored at locations throughout the world. These files are written using a special language known as the Hypertext Markup Language (HTML). A file written using this language will contain text which forms the information content of the file, together with instructions which define how th
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1.1.2 La mairie/l'hôtel de ville

The French use both la mairie and l'hôtel de ville when referring to the town hall. In general, la mairie is used in smaller towns and villages. La mairie is also used to describe the range of functions and services headed by le maire (the mayor).


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Copyright © 2013 The Open University

1.6.4 Supporting data management strategies

Most of the development we've covered so far in this unit has focused on meeting specific user requirements – that is, ensuring the right data are constrained correctly and made available to the right user processes. However, other questions must also be addressed in order to support a data management strategy: How frequently should data be backed-up? What auditing mechanisms are required? Which users will be permitted to perform which functions? Which database tools and user processes wil
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5.2.1 Transforming the natural to the designed

The artist Christine Martell lives in Oregon in the United States and works with beads and visual images. I asked her to describe how she makes use of a computer to create her visual images of flowers and trees. She writes of her work:

I start by finding flowers that are compelling in some way, most often in form and colour. I take photographs with a 35 mm camera having a macro lens.

I'm usually looking for a
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Introduction

This unit is from our archive and it is an adapted extract from Data, computing and information (M150) which is no longer in presentation. If you wish to study formally at The Open University, you may wish to explore the courses we offer in this curriculum area.

Computers are used to find, store, process and share data and information. The World Wide Web is an example
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Learning and practice: Agency and identities
This free course, Learning and practice: Agency and identities, introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Thu, 14 Apr 2016 as Author(s): Creator not set

4.3.3 After the exam

When you come out of the exam try to forget it. Going over what you have written with other students can make you worry about areas you haven't covered. Go and enjoy a planned treat as a personal reward for all your hard work.


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3.13 Stage 7: Checking and making arrangements - a week before the exam

Mistakes often happen because students are anxious and pressured for time when preparing for an exam. We suggest that, a week before the exam, you check and make notes along the following lines.

  1. The date and time of the exam.

  2. The whereabouts of the exam centre. If time is going to be at a premium on the day of the exam, it would be well worth checking how to get to the exam centre, and how long it will take. You can then decide on you
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3.11.3 Maths, sciences and technology

The additional points we would want you to be aware of as you plan your revision in these subjects relate to the different ways in which you are called upon to present your answers. These might be:

  • short reports

  • multiple-choice answers

  • dif
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9.2 What is reflection?

Is reflection different to just thinking about your study? And how do we do it? Can someone teach you how to reflect or is it a matter of practice? Can everyone be reflective or are some students - and some people - more reflective than others?

There is no clear definition of reflection or precise way of describing what we mean by a reflective learner. But we can discuss some characteristics of the process, and encourage you to develop your own preferred ways of developing it.

Ref
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8.2 Preparing

Both activities in this phase - analysing the task and making a plan - are critically important when it comes to preparing for an exam. Start by gathering together everything you have been sent that relates to the exam or end-of-course assessment for your current course. Also collect any advice you have had in the past about exam preparation. But the really important thing at this stage is to try and obtain a specimen exam paper or any detailed instructions relating to your end-of-course asse
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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
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7.3 Review the whole process

Before you file away your assignment and return to your current study, spend a little time reviewing the whole process of preparing, exploring, implementing and reviewing your assignment. Review what you did and how you did it in each of the four phases. Trying to identify just one thing that went well and one thing that you could have done differently can help you in your future study. Remember that your review should focus on the process of the preparation
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6.2 Monitoring your performance

As you move into actually doing the assignment, the emphasis on consciously trying to monitor how you are performing continues to be important. This involves checking your work while you are working on the task rather than waiting until you have almost completed it before you look back at what you have done. You may wonder why we place so much emphasis on monitoring what you are doing. The reason is that if you check regularly what and how you are doing and are aware of your progress a
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2.3 Your learning history

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 perhaps less effect
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2.2 Your motivation

Activity 2

Why did you decide to become a student and what do you hope to gain from your studies?

Think about this question for a few minutes and then note down your response.


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2.1 Introduction

In encouraging you to think explicitly about how you learn, as well as about what you learn, we are drawing on research about learning which has shown that this approach can actually improve your performance. Certainly it can and will make you a more efficient and effective learner. Before we start to explore the process, let us consider two general points about learning.

  1. There is no single method of learning that guarantees success. How
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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 on a particular ac
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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
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Learning outcomes

The broad aim of this unit is to provide a framework for learning-based activities and reflective exercises. More specifically, it is designed to offer you the opportunity to:

  • think about and understand how you learn;

  • apply the ideas and activities in this unit to your own learning experiences;

  • learn how to become a reflective learner.


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