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4.1 What is a line graph?

This section covers line graphs. We define the format, give some ideas about when it should be used, and draw some graphs. You can have a go at drawing a line graph in Activity 6, based on data that we supply.

A line graph, at its simplest, is a diagram that shows a line joining several points, or a line that shows the best possible relationship between the points. Sometimes the line will go through all of the points, and sometimes it will show the best possible fit. The line does not h
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3.2 Tables: Activities

Activity 3

Imagine that you have been asked to investigate population growth in the EU. You might be considering the details of population growth or you may be thinking about representing the reasons for population gro
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6 Technical glossary

This glossary is intended to provide a basic explanation of how a number of common mathematical terms are used. Definitions can be very slippery and confusing, and at worst can replace one difficult term with a large number of other difficult terms. Therefore, where an easy definition is available it is provided here, where this has not been possible an example is used. If you require more detailed or complete definitions, you should refer to one of the very good mathematical dictionaries tha
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4.4 Bar charts

Bar charts show data in the form of bars that illustrate the relationship between the items of information in terms of size: the bars get larger (generally taller) as the amounts being shown increase.

When the bars touch, they show continuous data. In other words, data that changes gradually along some sort of a scale, for example weight, height, temperature, or length (these charts are called histograms, see Author(s): The Open University

4.3.1 Pie charts

A pie chart is a diagram in the form of a circle, with proportions of the circle clearly marked. A pie chart is a good method of representation if we wish to compare a part of a group with the whole group. It gives an immediate idea of the relative sizes of the shares. So, for example, it can be used to consider advertising income. It can also be used to look at, say, shares of market for different brands, or different types of sandwiches sold by a store.

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1.3.3 Stage 1: Preparation

The task here is very different from our task when faced with numbers, where we need to deal with a high level of abstraction. Writing is often dense and multi-layered, and usually gives us, if anything, too much surface information about our subject. We need to make a mental effort this time in selecting and abstracting information ourselves. In order to do this effectively we need to be aware of the context of the writing. We need to check if we can, for instance, the political and s
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Identity In Question
This album Investigates recent debates in sociology, cultural theory and psychoanalysis, and explores the nature of social identity, ‘socialisation’, subjectivity and personhood. The case studies explore the value and relevance of different theoretical frameworks for understanding identity by applying the main concepts in real situations. The material is taken from The Open University course D853 Identity in question.Author(s): The OpenLearn team

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Cognitive Psychology
The consciousness of the human mind has long been a topic of fascination and curiosity amongst writers, artists and psychologists, from Carl Jung and Salvador Dali to Virginia Wolfe and Gertrude Stein. This album explores our understanding of consciousness, and features a discussion on some of psychology's most complex questions: what does it mean to be a conscious human, and what purposes our consciousness serves. This material forms part of The Open University course DD303 Cognitive psychology
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Physical activity: a family affair
This free course, Physical activity: a family affair, aims to explore the effects that the family has on the amount and nature of physical activity a child participates in. The beliefs and behaviours of the family environment are the key psycho-social factors we investigate here. First published on Tue, 09 Apr 2019 as Author(s): Creator not set

Forensic psychology
In this free course, Forensic psychology, you will discover how psychology can help obtain evidence from eyewitnesses in police investigations and prevent miscarriages of justice. First published on Tue, 24 Apr 2018 as Forensic psychology. To find o
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1.3 Psychology has social impact

The relevance of psychology to everyday concerns, and the ease with which it can be popularised and used, mean that psychological knowledge – some of it dubious, some of it accurate – is continually absorbed into culture and often incorporated into the very language we use. Examples of psychological concepts that have entered popular discourse include the notion that we are predisposed, both through evolution and through the functioning of our brains and nervous systems, to behave in cert
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Formats

Later in 2013, OpenLearn free courses will be available to be downloaded or taken away in several formats:

  • print format
  • course content XML
  • course content RSS
  • OU XML package
  • IMS Content Package
  • IMS Common Cartridge
  • plain zip
  • Moodle back-up.

At the asset level, the major formats you will find are:

  • text in XML or PDF
  • animations in Flash
  • i
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3.2 Evaluating open learning

Having experimented with some of the search tools available and got some results, the next step for anyone searching for relevant content is to evaluate these results in a systematic way. If you intend to use OERs for direct teaching and learning purposes, or for some repurposing prior to teaching and learning, there are several attributes that need to be considered first. Important attributes of quality OERs include:

  • accuracy
  • reputation of author
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Round 2: Acronyms

Define the acronyms

Question 1

What do the followi
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References

Anderson, D (1997) V&A Museum, A Common Wealth: Museums in the Learning Age. A Report to the Department for Culture, Media and Sport.
Osborne, K. (2004) Exeter Museums Service, at the MLA site Inspiring Learning for All, www.inspiringlearningforall.gov.uk [accessed 23 August 2004].
Inspiring Learning for All (2004) Quotation from a teacher from the London Museums Hub Focus Gro
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References

Asimov, I., ‘In my Own View’ in ed. Beare, H. (2001), The Encyclopedia of Science Fiction, Quoted from ‘Education, Technology and Change’ by Megan Blair (accessed on 22 September, 2005).
http://www.cybertext.net.au/tct2002/disc_papers/organisation/blair.htm
DfES (2002), Extended schools: providing opportunities and services for all, p. 6.
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4.1 Where to find support

There is a range of tools available to support you, including:

  • The DfES financial management standard [accessed 26 January 2007]. See especially the guidance on the role of bursar [accessed 26 January 2007].

  • Teachernet school finances webpage [accessed 26 January 2007].

  • Schools Audit Commission [accessed 26 January 2007].

  • DfES Value for money [accessed 26 January 2007].

Go to Ac
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4 Putting plans into action

In part, the business manager can and should be an ‘educational resource manager’. By having someone who concentrates on areas such as administration, facilities management or human resources, it allows others to focus on teaching.

When I applied for the post of business and community manager, the advertisement specified that the successful candidate would have ‘an empathy and understanding of comprehensive education’.

The head explained after my appointment that he did no
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6 One hundred possibilities

The more teachers are convinced that intellectual and expressive activities have both multiplying and unifying possibilities, the more creativity favours friendly exchanges with imagination and fantasy.

Creativity requires that the school of knowing finds connections with the school of expressing, opening the doors to the hundred languages of children.

(Loris Malaguzzi, 1990)

In each of t
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5.1 Introduction

Creativity should not be considered a separate mental faculty but a characteristic of our way of thinking, knowing and making choices. Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the unknown. The most favourable situation for creativity seems to be interpersonal exchange, with negotiation conflicts and co
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