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
1.1 Psychology in everyday life Psychological ideas are popular in everyday life because the subject matter of psychology is people and, hence, ourselves. Even if you have never studied any psychology before, it is likely that you will have encountered psychological ideas in the media or in discussions with other people. Psychological research findings and their practical and professional application are regularly in the newspapers, on television, radio, and on the Internet. For example, the possible evolutionary origins of
Introduction The key message of this course is that different psychologists focus on different aspects of human behaviour in different ways. Take the topic of learning, some psychologists will study what happens in our brain when we learn, while others will consider how we learn within a social context. This course will first highlight how psychology is now a very visible part of everyday life and then explore its diverse roots in medicine, philosophy, biology, psychoanalysis a
4 Adding variables This activity explores how to create data sets and add information to SPSS. If you are doing any work with SPSS the chances are that you will need to 3 Using the Menu This activity follows the previous one by encouraging you to explore the menus available in the SPSS software. Each item has been annotated to provid 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 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.
Activity 3
Activity 2
Study another free course
Activity 8: exercises from the video
Answer these questions
Question 1
Define the acronyms
Question 1
