Keep on learning There are more than 800 courses on OpenLearn for you to c 3 The challenge of change …although we may be striving to turn a profession that has the inertia of a supertanker, as individuals each of us is a speed boat that can turn on a dime… (Pate and Hohn (1994), p. 217) The American authors of the quote above suggest that PE needs to change so that it places primary emphasis on the promotion of lifelong exercise. However, they consider that this could be slow and difficult 2 How active should young people be? Physical activity in childhood has a range of benefits, including healthy growth and development, maintenance of a healthy weight, mental well-being and learning social skills. It is particularly important for bone health, increasing bone mineral density and preventing osteoporosis in later life. Although there is only indirect evidence (compared with adults) linking physical inactivity in children with childhood health outc References 7.2 Organisational benefits For The Open University as an organisation, OpenLearn has brought a range of further benefits. There has been a steady flow of students recruited whose first exposure to OU content has been through OpenLearn. It is estimated that several thousand students have now registered with the OU through OpenLearn, generating real value in fees. In addition, inquirers who first use OpenLearn turn out to be more likely to become a student than if they came through other routes such a press campaign, or Formats Later in 2013, OpenLearn free courses will be available to be downloaded or taken away in several formats: At the asset level, the major formats you will find are: Content If we look specifically at OpenLearn free courses, the content comprises both the course (structured self-study resources) as well as the individual assets that make up a course. The assets of a course are the materials such as text, images, animations, audio clips, etc., which are likely to be in different digital formats. In some cases a course will consist of just one asset, but most contain a variety. As the number of OpenLearn free courses grows, so does the variety available 4.3 OpenLearn The material here on OpenLearn has been cleared for use using the Creative Commons Attribution Non-Commercial ShareAlike 2.0 for England and Wales. In short, this means you are free to: as long as you follow these conditions: 4.2 Exercises from video Here are some questions that were explored in the video. You may want to provide your thoughts and considerations before looking at the comments. 3 Finding and evaluating OERs When seeking content for adaptation and re-use in open educational contexts there are several tools available to support discovery. Many of these tools are the result of experimental prototyping and short-term funded projects, however, and therefore carry with them a certain amount of risk. Not all are sustained beyond the life of the funding, but these initiatives have sought to use a variety of search technologies to support the discovery of generic and domain-specific OERs. As we move forw Round 3: Facts and figures Answer the follo Round 2: Acronyms What do the followi References Learning outcomes After studying this course, you should be able to: understand how the use of objects and museum activities can enhance pupil learning identify museum resources and support available to teachers, and understand the ways of accessing those services. 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 4.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce materia Conclusion I hope this course has made clearer what a business manager can do to impact positively on the school and its core function of teaching and learning as we move forward into a changing future. You may now find it helpful to revisit your job description and the notes you made in Activity 1. Equally, through some of the new developments that are taking place in society, the school itself will need business management in order to best position itself to help pupils, parents and commun 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 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 4.2 Case Study 2: A digital arts collaboration The Virtual Identities Digital Arts Project (Learning Schools Programme, 1999a) involved post-16 art and design students from two Liverpool schools and two Kent schools in the United Kingdom. The project unlocked new ideas and ways of working by encouraging collaboration between students from different geographical areas, cultures, experiences and perceptions. Each student was assigned a partner. To begin with they exchanged a ‘digital postcard’ that represented one aspect of their 1.4 What is creativity? All people are capable of creative achievements in some areas of activity, provided the conditions are right, and they have acquired the relevant knowledge and skills … creative possibilities are pervasive in the concerns of everyday life, its purposes and problems … creative activity is also pervasive … creativity can be expressed in collaborative as well as individual activities, in teamwork, in
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Activity 8: exercises from the video
Answer these questions
Question 1
Define the acronyms
Question 1
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Academic Earth, www.academicearth.org (accessed 26 June 2012).
Attwood, R. (2011) ‘“OER university” to cut cost of degree’, Times Higher Education, 10 February. Available from: www.timesh
Author(s):
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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