Talk the talk
This free course introduces the mechanics of effective, persuasive oral presentations, by giving you the opportunity to analyse examples and then create your own. Using resources such as TED Talk videos, you will see how experts deliver professional talks and famous speeches, observe what works, and identify how language connects ideas and keeps a listener engaged. First pub
Acknowledgements Course image: aotaro in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. The content acknowledged below is Proprietary (see terms and conditions)
Conclusion This free course provided an introduction to studying Languages. It took you through a series of exercises designed to develop your approach to study and learning at a distance, and helped to improve your confidence as an independent learner.
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
9.1 Reflection and the four main phases of learning how to learn If your course encourages this approach to learning, or if you have read other material on learning how to learn, you may have come across the term 'reflection'. Maybe you have been encouraged to reflect on your learning or on your assignments. In this course, we have deliberately not used the term until now. This is not because we think the term - or the process - is unimportant, but because it can seem vague and not particularly helpful to you as a learner. In fact, all the activities in th
8.4 Implementing As with assignments, this is the phase when you actually do the task - sit the exam or produce the final version of your end-of-course assessment. This is where monitoring your performance is really important. For most students, the crucial thing in an exam is usually to monitor the timing. Unlike the production of an assignment, an exam is a timed test; so, you need to pace yourself appropriately. Most end-of-course assessments have no time constraints although you may find the deadline very
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
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
6.1 Implementing This is the phase when you complete your assignment. In some courses and for some assignments, the exploring and implementing phases may merge or overlap; in other courses, considerable exploration is needed before the actual assignment can be done. If there are several parts to your assignment, part of your planning might be to move back and forth between exploring and implementing - studying for and then completing part of the question, then returning for more study before tackling the rest
5.3 Monitoring your progress Of all the components in the learning how to learn process, this is probably the most difficult. As you study, you need to make a conscious effort to monitor your progress while working on the course, always with the main task in view. This is where a flexible plan devised in the preparation phase can be revised, particularly if you meet a difficult patch. Knowing when help is needed and where to go for it is important, especially if you discover that your learning skills need improving. Sour
4.2 Analysing the task This involves you in analysing both the learning task, (e.g. working through the text, other readings, calculations, experiments) as well as the assessed task (e.g. the assignment). It is important to work out from the start just what this part of the course requires you to do as well as to know. 4.1 Preparing In the preparation phase you should pause before starting a new section of work and think about it as a whole. What needs to be covered? What are the various components of this block of work? What are the learning objectives or outcomes? What will you need to know and be able to do at the end of it? What is required in the assignment? There are two main activities during this phase, both directly related to your course work and assignment: 2.3 Your learning history You do not need to explore this in detail - just pause for a moment and think about: 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 Learning outcomes After studying this course, you should be able to: think about and understand personal ways of learning apply the ideas and activities in this course to existing learning experiences learn reflectively. 7.1 Evidence required Part A is about showing you can develop a strategy for using and improving your skills in problem solving, that you can monitor your progress and can evaluate your performance and strategy overall. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can: Acknowledgements The content acknowledged below is Proprietary (see terms and conditions terms and conditions )and is used under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence. Course image: r2hox Conclusion This free course provided an introduction to studying Information and Communication Technologies. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. 7.3 Monitoring your progress Use your records or logbook to provide a reflective commentary on: what you did to help you set up and use information literacy methods and techniques to achieve your goals; for example, what you did to: search for information and explore alternative lines of enquiry; use different search strategies and tools effectively; choose criteria and use them to critically evaluate the qual 7.2 Developing a strategy Present notes/records to show you can plan your use of information literacy skills. Include: the goals you hope to achieve over 3–4 months or so; you should indicate how these goals relate to the context in which you are working and to your current capabilities; notes about the resources you might use and what information you need to research to achieve your goals; for example, online resources, course materials, skills books, workshop
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Activity 3
