3.4 Conclusion The headings alongside each of the activities in this article were there to remind you of the three different types of learning to which you were introduced in Reading 2: memorising, understanding and doing. The three models of the learning process that I have discussed in the present reading – acquisitive, constructivist and experiential – have strengths particularly for each of these three kinds of learning. Some learning goals require that we know information accurately and can r
3.2 The constructivist model of learning This model of learning concentrates on what happens during the process of learning. It identifies the central role of concepts and understandings that learners bring to new learning and the way in which new and old ideas interact. Its starting point is that learners use their existing frameworks of understanding to interpret what is being taught, and that these existing ideas influence the speed and effectiveness with which new ideas are learned. Learners are actively involved in processing w
2.5 Back to your definition Now you have worked through this reading, reflect on your own version of what learning is, as you drafted it for your learning file at the start of this reading. Did you give more emphasis to the outcomes of learning, or to the process? Or did you find a way of balancing the two? Try to revise your own wording to your own satisfaction. Learning is … Do remember that definitions of learning often reflect the kinds of learning that were most important to us at the time, or were in
2 1 Different conceptions of learning (Please refer to Reading 2: What is learning?, by Mary Thorpe) Although we spend large amounts of our lives learning, intentionally and otherwise, it is quite unusual to spend any time thinking about what learning actually is. This reading gives you an opportunity to do so, and to consider whether how we choose to learn is always appropriate for what we are trying to learn. Spending time thinking about what learning is, how we define it and what it involves, is important for two reasons
1.7 Conclusions Could both of these students have got more from their involvement with the course if they had taken time to reflect on their goals and their strengths and weaknesses, especially at the beginning of study? Alan, whose reaction to the course was positive, for example, could have learned more about how the course succeeded if he had reflected rather more in the beginning about his initial scepticism and his preference for communicating verbally rather than in writing. What was the reason for his
Introduction This unit is from our archive and it is an adapted extract from Systems thinking: principles and practice (T205) 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.
This unit has been written because it is all too easy not to take an active approach t
3.5 Design of the bridge The design of the original structure was governed by applicable standards in 1926. The official inquiry found that the design and build fell within those limits, the most important being the allowable stress in the eye-bar chain of 345 MPa. The steel was to be made with a maximum elastic limit of 520 MPa, with a safety factor on the strength of the steel of 2.75. It was argued at the time that over 70 per cent of the load was from the self-weight of the structure. Other suspension bridges of
3.3.1 Sequence of events It was important to establish the precise sequence of events leading up to and during the collapse. From which part had the collapse started? Why had so much of the structure been destroyed? Was there any prior warning of the failure? What part had the weather conditions at the time played? Eyewitnesses were plentiful, and each had a different perspective of the bridge as it fell. There were some common parts to their statements. Most of the witnesses, especially survivors from vehicles
2.6.3 Boiler explosions Stress corrosion cracks can also build up in other structures. These were a particular problem in locomotive boilers in the early days of the railways in Britain. All such boilers were made from wrought-iron sheet, riveted together to form a cylinder. In the earliest engines, the boilers were constructed using a single line of rivets, thus forming two corners, one inside and the other outside (Author(s):
2.4 Corrosion processes: galvanic corrosion When two dissimilar metals are in contact, or in close proximity with a conducting fluid in between, an electrochemical cell can be formed that leads to the more reactive metal becoming an anode and the less reactive metal a cathode. This kind of corrosion is known as galvanic corrosion. It is not uncommon, since metals are often coated with others of different E0, and different metals are often in close contact with a common electrolyte. One of the earlie
2.2 Degradation, dissolution and corrosion A variety of common terms are used to describe the ways in which structural materials can be attacked by environments and although they do have specific connotations, they are frequently used as blanket terms for material deterioration. I shall attempt to define them in a more specific way, namely: Degradation: loss of strength of non-metals such as wood, rope or textile. Dissolution: removal of material in solution owing to the attac
References 1.4 Portraying a character
Click on 'View document' below to read ‘Portraying a character’, which outlines the main methods of revealing character in fiction. 1.1 Creating characters
Click on 'View document' below to read the first few paragraphs from Novakovich's chapter on ‘Character’. 8.8 Hinduism as ‘a world religion’: a more recent understanding Traditionally, as we have seen, a Hindu was someone born to Hindu parents and into a caste with its appropriate dharma. The link between religious practice and a whole way of life bound the individual into a community from birth. Regional factors, parentage and caste affiliation largely determi 8.4 Hinduism in eastern India: religion in Calcutta The Hinduism of Bengal, as in other regions of India with their own languages and distinctive historical traditions, has absorbed and retained many local elements which make it peculiarly the Hinduism of Bengal. The city of Calcutta has exerted its own considerable influence upon the surrounding region. Calcutta, the capital of West Bengal, was founded in 1690 originally as a British trading post on the Hugli, a stretch of the Ganges (or Ganga), a river sacred to Hindus (see Author(s): 8.2 The diversity of Hinduism The complex tradition now known as Hinduism has emerged largely from the coming together of four main elements: The traditions of the original inhabitants of India, some of which may still continue in the cultures of India's more remote tribal peoples. The influences of the Indus Valley civilisation that flourished in northwest India until approximately the middle of the second millenium bce. 6.2 Days and time The separating out of a special day or time in the week runs in parallel with the marking out of a space that is set aside for worship, ritual and communal activity (material dimension). The place where a religious community gathers speaks powerfully about the convictions shared by its members.
Activity 7
Activity 1
