Non award bearing

Aims of the course

• To understand the basic principles and development of Large Language Models (LLMs) within Generative AI and their impact across various sectors.
• To understand the technical architecture of LLMs, including transformer model and attention mechanisms, and grasp the significance of dataset size and biases.
• To create, enter, and refine effective prompts for LLMs (using one or more of ChatGPT, Claude, Gemini, and Copilot), appreciating the influence of prompt design on output quality and bias.
• To gain practical insights into more advanced LLM interaction strategies, including prompt tuning and zero-shot and few-shot techniques.
• To appreciate the application of these LLM tools and technologies to real-world problems,
• To consider LLMs future development potential as well as responsible use considerations.

Course content overview

This course provides an overview of Large Language Models (LLMs) from their foundational concepts to their advanced applications. An introduction to the basics and history of LLMs, looking at the technical architecture behind these models, as well as transformers, self-attention mechanisms, and large datasets.

This course is designed to engage students with practical exercises and emphasizes how to write effective prompts and tuning for LLMs. Participants will learn how to effectively interact with LLMs and customize their outputs for specific needs. This practical training is combined with a look into the real-world applications of Generative AI and LLM technology, encouraging critical thinking about societal implications of AI's advancement. 

This course combines an overview of LLM technologies with practical exercises, and aims to equip students with a solid understanding of LLMs, preparing them to navigate and contribute to the evolving field of artificial intelligence.

Target audience

This course is for learners interested in exploring the cutting-edge technology of Generative AI and Large Language Models and seeking to understand how these tools can be used in their own life and various other domains, and those interested in the societal impact of AI technologies and understanding the capabilities and limitations of LLMs.

It will also be of interest to professionals across industries looking to use AI for enhancing decision-making, customer service, and operational efficiency through practical applications of ChatGPT, Claude, Gemini, Copilot and other LLMs. 

And finally, teachers and educators aiming to integrate LLMs into their teaching methods or research projects, enhancing engagement and exploring the recent generative AI frontiers. 4. Those interested in the societal impact of AI technologies and understanding the capabili$es and limita$ons of LLMs.

Schedule (this course is completed entirely online)

Orientation Week: 6-12 April 2026

Teaching Weeks: 13 April-17 May 2026

Feedback Week: 18-24 May 2026

Teaching Week 1 - Introduction to Large Language Models (LLMs)

This week will introduce the underlying concepts of Generative AI, focusing on Large Language Models (LLMs). Participants will learn what LLMs are, their history, development, and the basic principles of their operation. This week sets the stage for a deeper exploration of the capabilities, benefits, and limitations of these technologies. 

Learning outcomes: 

• To understand what Large Language Models are and their role in the Generative AI landscape. 

• To identify the key components and principles that enable LLMs to generate text. 

• To discuss the historical development and evolution of LLMs. 

• Discuss the potential impact of LLMs on various sectors.

Teaching Week 2 - Building blocks of LLMs

This week delves deeper into the technical aspects of LLMs, including large datasets, transformer architecture, self-attention mechanisms, and large parameter counts. Students will learn about pre-training, fine-tuning, reinforcement learning, and the generative capabilities of LLMs, setting a foundation for understanding practical applications. 

Learning outcomes: 

• To gain a good understanding of the architecture and mechanisms that power LLMs. 

• To learn about the importance of large data sets in training LLMs and how biases in these datasets can influence model outputs. 

• To understand the concepts of pre-training, fine-tuning, and their importance in developing specialized LLM applications. 

• To explore the generative capabilities of LLMs, including text generation and prediction.

Teaching Week 3 - Introduction to Prompt Engineering

This week addresses an introduction to popular LLMs such as ChatGPT, Claude, Gemini, and Copilot. It focuses on practical prompt engineering, and focusing on writing prompts that result in effective model responses. Students will complete hands-on activities to create, refine, and evaluate prompts, understanding their impact on model output quality and bias. 

Learning outcomes: 

• To write effective prompts for diverse applications and contexts. 

• To evaluate and refine prompts to improve interaction quality with LLMs. 

• To understand the impact of prompt design on output bias and methods to mitigate it. 

• To gain practical experience through prompt-based exercises and examples.

Teaching Week 4 - Prompt Tuning and Advanced Interaction Strategies

This week focuses on prompt tuning and advanced strategies to further customize LLM outputs. Participants will cover techniques for prompt tuning, including zero-shot, few-shot learning, and chain-of-thought prompting. These will be applied to a mini-project. We will discuss strategies to overcome limitations and biases through advanced prompt engineering. 

Learning outcomes: 

• To master prompt tuning techniques for task-specific enhancements. 

• To implement advanced promptng strategies to navigate limitatons. 

• To develop a refined understanding of how prompt structure influences LLM responses. 

• To engage in exercises that apply advanced prompt engineering in various contexts.

Teaching Week 5 - Practical Applications and Future Trends

This week is dedicated to exploring real-world applications of LLM tools and technologies and the future of LLMs. Participants will review case study examples and engage in small project work that applies their LLM of choice (ChatGPT, Claude, Gemini, Copilot, …) to solve practical problems. This week will encourage students to think critcally about the future impact and evolution of LLMs in society. 

Learning outcomes: 

• To apply LLM use to real-world scenarios. 

• To critcally assess potential future developments and impacts of LLM technology. 

• To complete a small project demonstrating practical LLM applications. 

• To participate in discussions on responsible use and long-term considerations of LLMs.

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Virtual Learning Environment

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course:

1. To provide a narrative of the life and times of Elizabeth I
2. To introduce the key personalities and events in her life and reign and their significance
3. To consider some aspects of the social and cultural life of Elizabethan England

Course content overview:

This course aims to provide a comprehensive introduction to the general narrative of the period 1533-1603, focusing upon the life and reign of Elizabeth I. The course will examine the personalities involved, religious, social and cultural history, the war with Spain and the Armada as well as discussing some of the long-term consequences of the reign.

Schedule (this course is completed entirely online):

Orientation Week: 6-12 April 2026

Teaching Weeks: 13 April-17 May 2026

Feedback Week: 18-24 May 2026

Week 0  - Preparing to study this course

Purpose/Learning outcomes

By studying this week the students should have:

•Become familiar with navigating around the VLE and from VLE to links and back

•Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning team

•Learnt how to look for, assess and reference internet resources

•Used Quickmail to introduce themselves to other students

•Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out of their studies and also to respond to news items sent out on behalf of tutor

 

Week 1 - Elizabeth: Princess, bastard and Queen, 1533 - 1558

Purpose

To study the life of Elizabeth Tudor from her birth in 1533 to her accession in 1558, this will include:

-The exploration of her changing status from being heir presumptive, to being declared illegitimate after the fall of her mother, Anne Boleyn.

-Elizabeth’s education

-Elizabeth’s religion

-Her relationship with her half-brother Edward VI

-Her relationship with her half-sister Mary and the dangers she faced as a focus for opposition to Mary

-Her accession to the throne

Learning outcomes

By studying this week the students should have:

•Understood something of Elizabeth’s upbringing and its affects upon her personality

•How she survived the reign of her half-sister Mary

•The manner of her accession

 

Week 2 - A woman in a man’s world – Elizabeth and her rule

Purpose

This week will concentrate on how Elizabeth established and maintained her rule – as a woman in a man’s world – for over forty years. We will look at her relationships with her leading ministers, her Parliaments and the Church. We will consider why she never married and how she used her sex to win the allegiance of her leading male subjects, an important aspect of this being the propagation of the cult of ‘Gloriana’ and the strict control of the Queen’s image.

Learning outcomes

By studying this week the students should have:

•Considered how Elizabeth worked with her ministers, Parliaments and leading subjects

•Considered why Elizabeth never married

•Some understanding of the significance of the ‘cult’ of the Queen

•Some understanding of the significance of such figures as Burghley, Walsingham, Leicester, etc.

 

Week 3 - The Elizabethan Religious Settlement – Anglicans, Puritans and Catholics

Purpose

When Elizabeth came to the throne England had experienced over 30 years of religious upheaval. Elizabeth rejected the Catholicism of her predecessor, Mary, and reasserted the Royal Supremacy. However, she also aimed to defuse religious tensions by creating an Anglican Church wide enough to comprehend most of her subjects. We will look at the successes and failures of this policy, in particular, the threats to it from, on the one hand, the Puritans and on the other, the Roman Catholics.

Learning outcomes

By studying this week the students should have:

•Some understanding of Elizabeth’s religious views

•Some understanding of the Elizabethan Religious Settlement and the Anglican compromise

•Some insight into the views and actions of those who contested the religious settlement – Puritans and Roman Catholics

•Understood the link between religious allegiance in England and politics abroad.

 

Week 4 - Religion, Spain and the Armada

Purpose

From 1570, when Elizabeth was excommunicated by the Pope, English Catholics were increasingly seen as a treasonous fifth column within the realm, working for the Papacy and the great Catholic power of Spain. This week will explore the threat to Elizabeth’s rule and person posed by Catholic powers abroad and the danger of Catholic plots and rebellion at home. We will consider the place of Mary, Queen of Scots, the significance of the Jesuit missions, and whether English Catholics were ever a real threat to the regime and the events surrounding the Spanish Armada of 1588.

Learning outcomes

By studying this week the students should have:

•Some understanding of the place of English Catholics under Elizabeth and the significance of the Jesuit missions

•Some understanding of the life and significance of Mary, Queen of Scots

•Understood the narrative of the Spanish Armada

•Considered the place of the ‘sea dogs’ – Drake, Raleigh, Frobisher, etc. The contest with Spain before 1588 and its significance for the birth of English seapower and empire.

 

Week 5 - The Elizabethan Age

Purpose

In art, architecture and literature the Elizabethan Age is one of the most significant in English history. This week will concentrate on looking at something of that legacy, from the ‘prodigy’ houses of the aristocracy to the early plays of William Shakespeare. We will end the course with a consideration of the last years of Elizabeth and the accession of James VI of Scotland as James I of England in 1603.

Learning outcomes

By studying this week the students should have:

•Some appreciation of developments in the arts, architecture and literature

•Some understanding of why this period should have been so culturally fertile

•Some insight into the way people lived and worked

•Some insight into the ‘mental world’ of the age

•Some understanding of why the Stuarts succeeded the Tudors in 1603

 

Week 6 - What Next?

Purpose

•Assessment of student learning

•Assessment of student satisfaction

•Encouragement of further study

 

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say:

"It was comprehensive, clearly laid out and enhanced by both visual sources and further reading lists."

"The course covered the subject well with a good variety of material"

"Andrew is clearly knowledgeable and approachable. I enjoyed what he presented and the way he brought art, film etc into play alongside the written word."

"Responsive, encouraging and thoroughly knowledgeable."

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our online courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

For information on bursaries for this course, please see http://www.ice.cam.ac.uk/info/bursaries

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course

• To give participants inspiration, guidance and support to think creatively about their popular science writing.
• To help participants find story ideas and write successful pitches for them.
• To explore and learn about different approaches to scientific storytelling, with a focus on concise forms of writing (50 to 1,000 words).

Target audience

• Anyone interested in communicating science to the general public, and who may or may not have a scientific background.
• People at any stage of their science careers who are keen to write effectively and engagingly about science for a wide audience, beyond their peers.
• People who are new to popular science writing or who have some experience; the course will cater to different levels of experience and abilities.
• People who are interested in becoming freelance popular science writers, either full- or part-time.
• Early-career science writers who want to make time to think creatively about their writing process and take a fresh approach to gathering ideas.

Course content overview

• This course introduces the scope, aims and craft of popular science writing (non-fiction writing about science for general audiences) including for both adults and children.
• Participants will learn about creative ways of finding story ideas and produce their own notebook of science writing ideas.
• Participants will learn about various concise forms of popular science writing and how to pitch their ideas.
• There will be a series of weekly writing exercises with feedback from the tutor throughout the course.
• Participants will develop and write at least one full draft of a piece of concise science writing of their choice, with guidance and feedback from the tutor.

Schedule (this course is completed entirely online)

Orientation Week: 6-12 April 2026

Teaching Weeks: 13 April-17 May 2026

Feedback Week: 18-24 May 2026

Teaching week 1 - Writing about the science around you

This week will show the value of exploring everyday life for scientific ideas to write about, and to learn about three forms of concise science writing.

Learning objectives

• To have explored what’s around you for ideas to write about, including from your daily lives and non-science media (e.g. stories in the news).
• To have started keeping a notebook of story ideas.
• To have shared and discussed with your fellow classmates one idea you’ve found.
• To have learnt about and discussed ‘Question and Answer’ style articles for popular science magazines and websites.
• To have learnt about and discussed list-based science writing (e.g. “5 things everyone should know about exoplanets”).
• To have learnt about and discussed science photo stories.
• To have picked one of these three formats (Q&A, list or photo story), paired this with an idea you have identified this week and written a pitch.

Teaching week 2 - Harness your enthusiasm

This week will explore personal interests as a source of ideas, and to study a staple of popular science writing: the short feature.

Learning objectives 

• To have spent time thinking about what interests you and how this can translate into ideas for popular science writing.
• To have learnt about how to look for different angles and hooks for a topic.
• To have shared and discussed with the class one idea you’ve found that captures your interest, and identified several angles you could take for writing about it.
• To have continued to collect story ideas in your notebook.
• To have learnt what editors are looking for in short popular science features.
• To have read and discussed several examples of features, including studying common structures used by established writers.
• To have learnt how to pitch short popular science features to editors and written a draft pitch for an idea you have developed this week.

Teaching week 3 - Spoken word and video in science storytelling

This week will explore how to use audio and video to communicate science to general audiences.

Learning objectives 

• To have listened to and discussed science podcasts.
• To have watched and discussed several science videos on YouTube and/or TikTok.
• To have learnt how to write a basic treatment for a popular science podcast or video.
• To have developed an idea for a short science podcast or video, and drafted a pitch.
• To have continued to collect story ideas in your notebook.

Teaching week 4 - Writing science for young readers

This week will explore ways of communicating science to young readers on page and screen.

Learning objectives 

• To have learnt about the main ways in which popular science writing for young readers differs from pieces aimed at adult readers.
• To have learnt about publications and websites that publish science writing aimed at children.
• To have read several examples of popular science writing for children and discussed with the class.
• To have developed an idea for a science article aimed at children, and written a pitch.
• To have continued to collect story ideas in your notebook.

Teaching week 5 - How to be a science writer

This week will explore different routes available to becoming a full- or part-time science writer and how to be paid for your words and ideas. To write a full draft of one piece of science writing, based on an idea developed during the course.

Learning objectives 

• To have picked one idea from your notebook and paired it with a format learned about during the course (e.g. short feature, podcast script, children’s feature etc), and worked up a full draft to share with the class, with feedback and editorial guidance from the tutor.
• To have learnt practical tips for getting started in professional science writing, including advice from the tutor in an ‘Ask Me Anything’ session.

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Virtual Learning Environment

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course:

• to familiarise students with a range of perspectives on the value and purposes of science writing
• to explore a range of styles and techniques for writing about science, with a focus on writing narrative non-fiction books and essays.
• to develop students' skills as effective and engaging science writers 

Learning outcomes:

As a result of the course, within the constraints of the time available, students should be able to:

1. Critique science writing and recognise what makes science writing appropriate to particular audiences and aims 
2. Develop ideas for, and draft, of a piece of non-fiction writing (a book chapter or a long feature, of approximately 5,000 words), using elements of narrative storytelling.
3. Develop a proposal and pitch for a popular science book
4. Edit their work to enhance their writing for particular readerships and production contexts. 

Target audience:

• Students who aren’t necessarily practicing scientists or trained in science, but who are interested in communicating science to the general public
• Students who are academics at any stage of their careers and are keen to write effectively about their science for a wide audience, beyond their peers
• Students who are keen to write popular science books or long features for journals and magazines

Course content overview:

• This course introduces the craft of writing about science for non-specialist readerships, also known as popular science writing.
• Students will learn how to read, analyse and critique the work of other science writers, to develop their own skills in effectively communicating science to non-specialist publics.
• Students will each develop an idea and draft text for a long piece of narrative non-fiction writing of their choice, most likely a chapter for book or a long feature.
• Students will practise their own science writing, with short writing exercises alongside their own work to produce a long feature or a chapter for a book.
• Feedback from tutors will be available throughout the course.
• Students will learn how to get their writing published.

Schedule:

Orientation Week: 16-22 February 2026

Purpose/Learning outcomes: By studying this week the students should have:

• Grasped navigation around the VLE and from VLE to links and back
• Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning Helpdesk
• Learnt how to look for, assess and reference internet resources
• Used forums to introduce themselves to other students
• Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out their studies and also to respond to News item sent out on behalf of tutor

Teaching Weeks: 23 February-29 March 2026

Week 1 What makes good science writing?

Purpose: To introduce the basics, and look at some of the main challenges, of writing about science for non-specialist audiences. We will also look at a range of ideas about what it is and what it is for, and why we do it. By studying this week the students should have:

• An understanding of a range of perspectives on what popular science writing is
• An appreciation of a range of views on the value and purposes of science writing
• An understanding of the basic skills and of how to avoid the common pitfalls in science writing

Week 2 Shaping a structure and telling a story

Purpose: We’ll explore ways to structure your writing and develop your writing style. By studying this week the students should have:

• Insights into the importance of structure to lead readers through a longer piece of work.
• Knowledge of techniques to make writing more stylish and engaging.
• An appreciation of how elements of storytelling can be usefully applied to science writing to help readers engage with, understand and enjoy longer pieces of writing.

Week 3 Editing: how to write better

Purpose: Here we will discuss the role of editing in adapting and enhancing writing, for a range of outcomes (such as length, different readerships, or another medium). By studying this week the students should have:

• An understanding of the uses of editing
• Skills in editing their own (and others’) work to achieve a particular aim

Week 4 Publishing your book

Purpose: To introduce students to the conventions of the publishing world. By studying this week the students should have:

• An overview of the market for popular science/narrative non-fiction books
• Insights into how to pick and develop an idea for a popular science book
• An understanding of how to a develop a book proposal and how to get an agent and publisher

Week 5 Managing information

Purpose: Writing about science involves managing information from many kinds of sources. This session explores ways of gathering, storing, organising, selecting and representing information about your topic. Students will learn about:

• The responsibilities and ethics of factual writing
• Finding a range of sources (primary, secondary, archive, live, mass media etc.)
• Referencing, citation and sourcing that respects other authors and equips the reader
• Potential pitfalls, including copyright, plagiarism and libel

Feedback Week: 30 March-5 April 2026

Week 6 What Next? 

Purpose:

• Sharing of students’ work among peers
• Assessment of student learning
• Assessment of student satisfaction 
• Encouragement of further study

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course

What our students say:

"The personal feedback on the writing exercise and to each post in the forums was exceptional. The best l have seen for an online course."

"Many thanks to Helen for putting together such a great course, and to all for your comments and advice. Reading about your work and writing has had the side-effect of sparking an interest in new topics, and my pile of books to read has grown accordingly!"

"This course has been wonderful. I have received a lot of information in little time. Helen has taught us the skills that are necessary to write properly about science for the public."

“It did a fantastic job of exploring the field of popular science writing from beginning to end. I also managed to connect to a group of like minded individuals for future writing encouragement/collaboration, which was a welcome surprise!”

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course:

1. To expose students a wide range of online writing formats and approaches, including vodcasting, blogging and podcasting.

2. To allow students to reflect, recognise and develop their own writing voice, style and platform preference.

3. To recognise and address the demands of writing for an online audience, such as personal safety ethical considerations, legalities and potential abuse.

Course content overview:

This course will explore a wide range of online writing formats and reflect upon the benefits and disadvantages of these approaches.

An understanding of the distinct nature of online writing will be developed, addressing both ethical and legal practicalities.

The student will be able to draw on a range of strategies in order to deliver consistent online content.

Course outline

Welcome to the course (Week 0)

• Become familiar with navigating around the VLE and from VLE to links and back.
• Test your ability to access files and the web conferencing software and sort out any problems with the help of the Technology Enhanced Learning team.
• Learn how to look for, assess and reference internet resources.
• Contribute to a discussion forum to introduce yourself to other students and discuss why you are interested in the course and what you hope to get out of your studies.

Week 1: Discovering Your Voice

By studying this week the students should have:

• an understanding of the diverse approaches available to bloggers and selected a favourite to model best practice upon
• an understanding of their personal drivers for blogging. 

Week 2: What To Write About (And How)

By studying this week the students should have:

• developed a personal strategy for creating their content and finding ideas
• an understanding of the benefits and risks of sponsored content, affiliates, and advertising.

Week 3: Ethics

By studying this week the students should have:

• an entry-level understanding of copyright, both written and visual, and the General Data Protection Regulation
• an awareness of wider ethical issues such as informed consent, abuse, managing their personal data, plagiarism and content theft.

Week 4: Community (No Blog Exists Within A Bubble)

By studying this week the students should have:

• developed an appreciation and understanding of the established community within their particular sector
• an understanding of how to manage third party input on their own sites, such as commenting, feedback and potential abuse
• commented on an external blog.

Week 5: Sustainability (It’s Not All About The Stats)

By studying this week the students should have:

• an understanding of the importance of self-care, scheduling and taking a break
• an entry level understanding of SEO
• an entry level understanding of monetizing opportunities such as Patreon, Amazon, and Ko-fi.

Week 6: Feedback and future directions

• Assessment of student learning
• Assessment of student satisfaction
• Encouragement of further study

Schedule (this course is completed entirely online):

Orientation Week: 6-12 April 2026

Teaching Weeks: 13 April-17 May 2026

Feedback Week: 18-24 May 2026

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

“What I have gained from the course?

• A lot of information and resources about blogging which has increased (from a low base I think) my knowledge and understanding. There is a lot more to blogging than I had really thought about. As well as writing and posting regularly there is making your blog look attractive and getting it seen and read. The latter probably being the most demanding of all. 
• Some interesting insights into other lives, interests, motivations and writing styles - from all of you, fellow students.
• Excellent feedback from Daisy. I appreciate the focus on quality of writing from someone who is earning a living - or aiming to do so from writing. 
• Space and time to think about whether I want to pursue blogging."

"This course has provided me with input on so many different aspects of social media and blogging! Each week's content was really thought-provoking and I found myself reflecting on it even when I wasn't sitting at my laptop. Daisy is such an encouraging, positive person who gives spot-on feedback, really making me see things I didn't before. I was so touched by the positive comments and am now so motivated to continue writing and posting. A huge thank you to you Daisy! "

"It’s really worth taking this course. The content and teacher’s feedback not only met my expectations but beyond. From this course, I have gained much knowledge which is beneficial to my blogging journey, including tips on naming my blog, writing tools, understanding copyright laws and fair use, GDPR, ethical considerations for bloggers, proper citation of the source material and so on. Not to mention the assistance of the tutor, Daisy is incredible and always willing to help students overcome the challenges of writing. And the most important thing I have got is how to improve my writing through the tutor's feedback."

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our online courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Given the nature of creative writing, it is important that students' use of English is sufficiently fluent to be able to understand in English nuances of meaning and have a familiarity with the structure and grammar of English. Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course

• To explore the history of British children's literature across the 20th Century.
• To recognise the impact of cultural and social changes upon published material for children during this period.
• To understand some of the trends, patterns, and authors of the 20th Century.

Target audience

Anyone who is interested in children’s literature, children’s reading habits, the history of the twentieth century, and those considering children’s literature as a programme of further study. This course will also be of benefit to writers for children in understanding more about their area of publishing (please note, however, that this is not a creative writing course). 

Course content overview

This course will discuss the development of British children’s literature across the twentieth century. We will consider how children’s fiction has been impacted by the changes in society and culture, changing ideas of “the child” and of “childhood”,  whilst also recognising some of the key trends and influences from the period. Each teaching week will focus upon a particular period such as the dawn of the twentieth century or the war-years and offer a broad introduction to the period before exploring specific angles of interest. 

Schedule (this course is completed entirely online)

Orientation Week: 6-12 April 2026

Teaching Weeks: 13 April-17 May 2026

Feedback Week: 18-24 May 2026

Teaching Week 1 - Golden Ages and New Girls (1900-1914)

This week will introduce and consider British children’s fiction published between 1900-1914. This was something of a “golden age” in children’s literature where many of the titles published are still considered as classics now, along with the rise of the school story and the birth of children’s literature as we recognise it today. We will consider how golden age fiction celebrated a particular idea of both child and childhood, the newly felt impact of girls as a readership, and the associated rise of the boarding school story. 

Learning objectives:

• To understand how educational and cultural reforms impacted upon the rise of popular children’s fiction for girls.
• To identify some of the key characteristics of golden age children’s literature. 
• To examine how golden age children’s literature constructed the child. 

Teaching Week 2 - The War Years (1914-18 & 1939-1945)

This week will look at children’s fiction published during the first and second world wars.  We will explore the fierce patriotism of the first world war, with all its legacy of empire and colonialism, before then comparing this against the patriotism of the second world war.  We will also discuss how authors approached writing in wartime and how children’s literature came to function as a form of support and resistance for its readers.

Learning objectives:

• to recognise some of the differences between children’s literature published in World War One and World War Two. 
• To analyse how some authors for children approached their writing in wartime. 
• To understand how children’s fiction both contributed to and challenged the ‘home front’ national identity.

Teaching Week 3 - New Beginnings and Radical Leanings (1950+)

The post-war period saw a period of radicalism in children’s literature with many new imprints being formed by publishers in order to explore a brave new world. We will consider how these imprints and their editors influenced post-war publishing and helped generate a new form of golden age literature. We shall also consider the foregrounding of representation and social diversity within children’s literature, how authors dealt with the legacy of their own and their reader’s wartime experiences, and the rise of the fantastical in children’s fiction.

Learning objectives:

• To consider how editors and post-war imprints guided and formed public taste.
• To recognise how authors for children dealt with the legacy of individual and collective war experience. 
• To understand the impact of changing ideas around children and childhood upon children’s literature.

Teaching Week 4 - The Recession, the Natural and the Fantastical (1970+)

This week will consider how children’s publishing navigated the heightened political and personal circumstances of the 1970s. We will look at the rise of young adult literature and consider how the social and cultural movements of the wider world, such as financial austerity, impacted upon publishing for young people. We will also consider how authors looked towards the natural world for inspiration and how this interacted with ideas of the political. 

Learning objectives:

• To describe some of the differences between children’s and young adult literature.
• To consider the role of the “political” within children’s literature.
• To analyse some extracts of nature writing within children’s literature.

Teaching Week 5 - A New Golden Age? (1990-2000)

The final decade of the 20th Century saw British children’s literature experience something of a cultural boom with the publication of titles such as the Northern Lights series by Phillip Pullman, the Harry Potter books by J.K. Rowling and the assertion of another “golden age”. Discussion also turned to issues of diversity and representation and publishing became increasingly big business. Students will consider the relationship between the industry and creativity, issues of representation within children’s literature, and how the children’s literature of this period talks back to what has come before. 

Learning objectives:

• To consider diversity and representation in children’s literature and in particular “Mirrors, Windows, and Sliding Glass Doors” (Dr Rudine Sims Bishop, 1990).
• To recognise and explain some of the overarching themes in children’s publishing of the twentieth century. 
• To consider the “golden age” of the nineties in relation to previous golden age periods.

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Virtual Learning Environment

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course

• To give participants inspiration, guidance and support to think creatively about their popular science writing.
• To help participants find story ideas and write successful pitches for them.
• To explore and learn about different approaches to scientific storytelling, with a focus on concise forms of writing (50 to 1,000 words).

Target audience

• Anyone interested in communicating science to the general public, and who may or may not have a scientific background.
• People at any stage of their science careers who are keen to write effectively and engagingly about science for a wide audience, beyond their peers.
• People who are new to popular science writing or who have some experience; the course will cater to different levels of experience and abilities.
• People who are interested in becoming freelance popular science writers, either full- or part-time.
• Early-career science writers who want to make time to think creatively about their writing process and take a fresh approach to gathering ideas.

Course content overview

• This course introduces the scope, aims and craft of popular science writing (non-fiction writing about science for general audiences) including for both adults and children.
• Participants will learn about creative ways of finding story ideas and produce their own notebook of science writing ideas.
• Participants will learn about various concise forms of popular science writing and how to pitch their ideas.
• There will be a series of weekly writing exercises with feedback from the tutor throughout the course.
• Participants will develop and write at least one full draft of a piece of concise science writing of their choice, with guidance and feedback from the tutor.

Schedule (this course is completed entirely online)

Orientation Week: 5-11 January 2026

Teaching Weeks: 12 January-15 February 2026

Feedback Week: 16-22 February 2026

Teaching week 1 - Writing about the science around you

This week will show the value of exploring everyday life for scientific ideas to write about, and to learn about three forms of concise science writing.

Learning objectives

• To have explored what’s around you for ideas to write about, including from your daily lives and non-science media (e.g. stories in the news).
• To have started keeping a notebook of story ideas.
• To have shared and discussed with your fellow classmates one idea you’ve found.
• To have learnt about and discussed ‘Question and Answer’ style articles for popular science magazines and websites.
• To have learnt about and discussed list-based science writing (e.g. “5 things everyone should know about exoplanets”).
• To have learnt about and discussed science photo stories.
• To have picked one of these three formats (Q&A, list or photo story), paired this with an idea you have identified this week and written a pitch.

Teaching week 2 - Harness your enthusiasm

This week will explore personal interests as a source of ideas, and to study a staple of popular science writing: the short feature.

Learning objectives 

• To have spent time thinking about what interests you and how this can translate into ideas for popular science writing.
• To have learnt about how to look for different angles and hooks for a topic.
• To have shared and discussed with the class one idea you’ve found that captures your interest, and identified several angles you could take for writing about it.
• To have continued to collect story ideas in your notebook.
• To have learnt what editors are looking for in short popular science features.
• To have read and discussed several examples of features, including studying common structures used by established writers.
• To have learnt how to pitch short popular science features to editors and written a draft pitch for an idea you have developed this week.

Teaching week 3 - Spoken word and video in science storytelling

This week will explore how to use audio and video to communicate science to general audiences.

Learning objectives 

• To have listened to and discussed science podcasts.
• To have watched and discussed several science videos on YouTube and/or TikTok.
• To have learnt how to write a basic treatment for a popular science podcast or video.
• To have developed an idea for a short science podcast or video, and drafted a pitch.
• To have continued to collect story ideas in your notebook.

Teaching week 4 - Writing science for young readers

This week will explore ways of communicating science to young readers on page and screen.

Learning objectives 

• To have learnt about the main ways in which popular science writing for young readers differs from pieces aimed at adult readers.
• To have learnt about publications and websites that publish science writing aimed at children.
• To have read several examples of popular science writing for children and discussed with the class.
• To have developed an idea for a science article aimed at children, and written a pitch.
• To have continued to collect story ideas in your notebook.

Teaching week 5 - How to be a science writer

This week will explore different routes available to becoming a full- or part-time science writer and how to be paid for your words and ideas. To write a full draft of one piece of science writing, based on an idea developed during the course.

Learning objectives 

• To have picked one idea from your notebook and paired it with a format learned about during the course (e.g. short feature, podcast script, children’s feature etc), and worked up a full draft to share with the class, with feedback and editorial guidance from the tutor.
• To have learnt practical tips for getting started in professional science writing, including advice from the tutor in an ‘Ask Me Anything’ session.

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Virtual Learning Environment

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course:

• to familiarise students with a range of perspectives on the value and purposes of science writing
• to explore a range of styles and techniques for writing about science, with a focus on writing narrative non-fiction books and essays.
• to develop students' skills as effective and engaging science writers 

Learning outcomes:

As a result of the course, within the constraints of the time available, students should be able to:

1. Critique science writing and recognise what makes science writing appropriate to particular audiences and aims 
2. Develop ideas for, and draft, of a piece of non-fiction writing (a book chapter or a long feature, of approximately 5,000 words), using elements of narrative storytelling.
3. Develop a proposal and pitch for a popular science book
4. Edit their work to enhance their writing for particular readerships and production contexts. 

Target audience:

• Students who aren’t necessarily practicing scientists or trained in science, but who are interested in communicating science to the general public
• Students who are academics at any stage of their careers and are keen to write effectively about their science for a wide audience, beyond their peers
• Students who are keen to write popular science books or long features for journals and magazines

Course content overview:

• This course introduces the craft of writing about science for non-specialist readerships, also known as popular science writing.
• Students will learn how to read, analyse and critique the work of other science writers, to develop their own skills in effectively communicating science to non-specialist publics.
• Students will each develop an idea and draft text for a long piece of narrative non-fiction writing of their choice, most likely a chapter for book or a long feature.
• Students will practise their own science writing, with short writing exercises alongside their own work to produce a long feature or a chapter for a book.
• Feedback from tutors will be available throughout the course.
• Students will learn how to get their writing published.

Schedule:

Orientation Week: 27 October-2 November 2025

Purpose/Learning outcomes: By studying this week the students should have:

• Grasped navigation around the VLE and from VLE to links and back
• Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning Helpdesk
• Learnt how to look for, assess and reference internet resources
• Used forums to introduce themselves to other students
• Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out their studies and also to respond to News item sent out on behalf of tutor

Teaching Weeks: 3 November-7 December 2025

Week 1 What makes good science writing?

Purpose: To introduce the basics, and look at some of the main challenges, of writing about science for non-specialist audiences. We will also look at a range of ideas about what it is and what it is for, and why we do it. By studying this week the students should have:

• An understanding of a range of perspectives on what popular science writing is
• An appreciation of a range of views on the value and purposes of science writing
• An understanding of the basic skills and of how to avoid the common pitfalls in science writing

Week 2 Shaping a structure and telling a story

Purpose: We’ll explore ways to structure your writing and develop your writing style. By studying this week the students should have:

• Insights into the importance of structure to lead readers through a longer piece of work.
• Knowledge of techniques to make writing more stylish and engaging.
• An appreciation of how elements of storytelling can be usefully applied to science writing to help readers engage with, understand and enjoy longer pieces of writing.

Week 3 Editing: how to write better

Purpose: Here we will discuss the role of editing in adapting and enhancing writing, for a range of outcomes (such as length, different readerships, or another medium). By studying this week the students should have:

• An understanding of the uses of editing
• Skills in editing their own (and others’) work to achieve a particular aim

Week 4 Publishing your book

Purpose: To introduce students to the conventions of the publishing world. By studying this week the students should have:

• An overview of the market for popular science/narrative non-fiction books
• Insights into how to pick and develop an idea for a popular science book
• An understanding of how to a develop a book proposal and how to get an agent and publisher

Week 5 Managing information

Purpose: Writing about science involves managing information from many kinds of sources. This session explores ways of gathering, storing, organising, selecting and representing information about your topic. Students will learn about:

• The responsibilities and ethics of factual writing
• Finding a range of sources (primary, secondary, archive, live, mass media etc.)
• Referencing, citation and sourcing that respects other authors and equips the reader
• Potential pitfalls, including copyright, plagiarism and libel

Feedback Week: 8-14 December 2025

Week 6 What Next? 

Purpose:

• Sharing of students’ work among peers
• Assessment of student learning
• Assessment of student satisfaction 
• Encouragement of further study

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course

What our students say:

"The personal feedback on the writing exercise and to each post in the forums was exceptional. The best l have seen for an online course."

"Many thanks to Helen for putting together such a great course, and to all for your comments and advice. Reading about your work and writing has had the side-effect of sparking an interest in new topics, and my pile of books to read has grown accordingly!"

"This course has been wonderful. I have received a lot of information in little time. Helen has taught us the skills that are necessary to write properly about science for the public."

“It did a fantastic job of exploring the field of popular science writing from beginning to end. I also managed to connect to a group of like minded individuals for future writing encouragement/collaboration, which was a welcome surprise!”

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course

• To give participants inspiration, guidance and support to think creatively about their popular science writing.
• To help participants find story ideas and write successful pitches for them.
• To explore and learn about different approaches to scientific storytelling, with a focus on concise forms of writing (50 to 1,000 words).

Target audience

• Anyone interested in communicating science to the general public, and who may or may not have a scientific background.
• People at any stage of their science careers who are keen to write effectively and engagingly about science for a wide audience, beyond their peers.
• People who are new to popular science writing or who have some experience; the course will cater to different levels of experience and abilities.
• People who are interested in becoming freelance popular science writers, either full- or part-time.
• Early-career science writers who want to make time to think creatively about their writing process and take a fresh approach to gathering ideas.

Course content overview

• This course introduces the scope, aims and craft of popular science writing (non-fiction writing about science for general audiences) including for both adults and children.
• Participants will learn about creative ways of finding story ideas and produce their own notebook of science writing ideas.
• Participants will learn about various concise forms of popular science writing and how to pitch their ideas.
• There will be a series of weekly writing exercises with feedback from the tutor throughout the course.
• Participants will develop and write at least one full draft of a piece of concise science writing of their choice, with guidance and feedback from the tutor.

Schedule (this course is completed entirely online)

Orientation Week: 8-14 September 2025

Teaching Weeks: 15 September-19 October 2025

Feedback Week: 20-26 October 2025

Teaching week 1 - Writing about the science around you

This week will show the value of exploring everyday life for scientific ideas to write about, and to learn about three forms of concise science writing.

Learning objectives

• To have explored what’s around you for ideas to write about, including from your daily lives and non-science media (e.g. stories in the news).
• To have started keeping a notebook of story ideas.
• To have shared and discussed with your fellow classmates one idea you’ve found.
• To have learnt about and discussed ‘Question and Answer’ style articles for popular science magazines and websites.
• To have learnt about and discussed list-based science writing (e.g. “5 things everyone should know about exoplanets”).
• To have learnt about and discussed science photo stories.
• To have picked one of these three formats (Q&A, list or photo story), paired this with an idea you have identified this week and written a pitch.

Teaching week 2 - Harness your enthusiasm

This week will explore personal interests as a source of ideas, and to study a staple of popular science writing: the short feature.

Learning objectives 

• To have spent time thinking about what interests you and how this can translate into ideas for popular science writing.
• To have learnt about how to look for different angles and hooks for a topic.
• To have shared and discussed with the class one idea you’ve found that captures your interest, and identified several angles you could take for writing about it.
• To have continued to collect story ideas in your notebook.
• To have learnt what editors are looking for in short popular science features.
• To have read and discussed several examples of features, including studying common structures used by established writers.
• To have learnt how to pitch short popular science features to editors and written a draft pitch for an idea you have developed this week.

Teaching week 3 - Spoken word and video in science storytelling

This week will explore how to use audio and video to communicate science to general audiences.

Learning objectives 

• To have listened to and discussed science podcasts.
• To have watched and discussed several science videos on YouTube and/or TikTok.
• To have learnt how to write a basic treatment for a popular science podcast or video.
• To have developed an idea for a short science podcast or video, and drafted a pitch.
• To have continued to collect story ideas in your notebook.

Teaching week 4 - Writing science for young readers

This week will explore ways of communicating science to young readers on page and screen.

Learning objectives 

• To have learnt about the main ways in which popular science writing for young readers differs from pieces aimed at adult readers.
• To have learnt about publications and websites that publish science writing aimed at children.
• To have read several examples of popular science writing for children and discussed with the class.
• To have developed an idea for a science article aimed at children, and written a pitch.
• To have continued to collect story ideas in your notebook.

Teaching week 5 - How to be a science writer

This week will explore different routes available to becoming a full- or part-time science writer and how to be paid for your words and ideas. To write a full draft of one piece of science writing, based on an idea developed during the course.

Learning objectives 

• To have picked one idea from your notebook and paired it with a format learned about during the course (e.g. short feature, podcast script, children’s feature etc), and worked up a full draft to share with the class, with feedback and editorial guidance from the tutor.
• To have learnt practical tips for getting started in professional science writing, including advice from the tutor in an ‘Ask Me Anything’ session.

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Virtual Learning Environment

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application

Aims of the course

• To gain knowledge of the principles of User Experience (UX) Design
• To develop awareness about UX Design methods and tools
• To understand the importance of empathy in UX Design
• To experiment how to creatively build ideas and tell compelling stories
• To develop a user-centred, inclusive mindset applicable in both personal and working life
• To connect with a group of like-minded colleagues and UX Design leaders from major worldwide businesses

Target Audience

• Those interested in learning more about design thinking, creativity, innovation, and storytelling
• Those considering becoming User Experience Designers or approaching User Experience Research
• User Experience Designers and User Experience Researchers in training
• No prior UX Design experience is necessary, although participants would normally be working within organisations or working professionally with organisations.

Course content overview

Nowadays, in a time everyone is required to continuously acquire new skills, it is extremely relevant to make sure that we understand the importance of having a user-centred, inclusive mindset, what being a UX Designer means and what tools are available to efficiently craft meaningful experiences.

This course will emphasise the central role of thinking creatively with empathy, and the importance of understanding different methods to approach problem solving, innovation, and establish a working practice that helps to craft inclusive experiences.

The UX Design course will stress the importance of inclusion and diversity in the creative process, storytelling, pitching and advocating about ideas to influence peers by delivering inclusive experiences across different countries.

With this course participants will be able to transition in to UX Design roles, approach life with a more empathetic, inclusive attitude, and infuse the UX Design mindset to colleagues and friends.

Schedule (this course is completed entirely online)

Orientation Week: 6-12 April 2026

Teaching Weeks: 13 April-17 May 2026

Feedback Week: 18-24 May 2026

Teaching Week 1 - Introduction to UX Design: the importance of meaningfully connecting with people

The focus of this week is to explore what UX Design is, the relevance of connecting with people and the overall core skills of a User Experience Designer.

Learning outcomes

By studying this week, participants should have:

• Knowledge and understanding of the principles of UX Design
• Knowledge and understanding of the importance of connecting with people according to the principles of inclusion, diversity, and equity 
• Taken part in a practice session with a fellow participant to experiment how to meaningfully connect with other individuals

Teaching Week 2 - The relevance of UX Design: approach, methods and applications

The focus of this week is to comprehend the approach and available methods and to familiarize with them across multiple applications in different scenarios  

Learning outcomes

By studying this week, participants should have:

• A deeper understanding of UX Design approach and methods
• Knowledge and ability to clearly justify how and when to use methods, according to project goals, timing and budget
• Taken part in a learn by doing session with a fellow participant with a practical challenge

Teaching Week 3 - Deep dive into UX Design methods and tools: WWWWWH, what, who, where, when, why and how

This week will deep dive into methods and tools and will explore the “what, who, where, when, why and how” of UX Design by helping participants to recognize which tool fits best their specific goals in collaboration with co-workers.

Learning outcomes

By studying this week, participants should have:

• Knowledge and understanding of the methods and tools and their applicability
• Learnt how to apply tools and methods sessions through applied exercises
• Knowledge and understanding of how to prioritise choices for creating inclusive experiences

Teaching Week 4 - Industry case studies

The focus of this week is to illuminate participants with case studies and allow them to discover how to apply user-centred research  into user-centred design and create inclusive products and services.

Learning outcomes

By studying this week, participants should have:

• Greater awareness on how to communicate ideas, the art of storytelling and to influence peers and customers with compelling stories that evoke emotions
• Deeper understanding of the mindset, the job as a UX Designer in a large organization
• Understanding on how to connect with companies and what to offer for a possible career change or new job opportunity in UX Design

Teaching Week 5 - Becoming a UX Designer: opportunities and challenges

This final teaching week focuses on the practical aspects of becoming a UX Designer, what are the opportunities offered in the market, what are the challenges and how to get ready to land a job in the UX Design market

Learning outcomes

By studying this week, participants should have:

• Knowledge and understanding of the practical aspects of being a UX Designer
• Understanding the importance of a portfolio, the benefit of being a UX Designer, and how the job market is eager to recruit UX Designers
• Grasp the significance of UX Design in several business sectors and job market dynamics
• Reflections from industry case studies 

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Virtual Learning Environment

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

"An excellent overview of the principles of UX Research and UX Design! I’ve gained a broader awareness of the importance of inclusive design (as a universal human right); Deiter Ram’s 10 principles for good design; the UXPA Code of Professional Conduct which can be applied to a wide range of purposes and cross-disciplines; the UX Research Tools Map which contains many new/different tools I’m excited to explore further; and an abundance of other new resources and tools!"

"I have gained a deeper understanding of the ideologies of user experience design. I have learnt that UX design that disregards people, is in return overlooked. Moreover, creating good UX design is about putting the consumer first, so question everything. Also, for brand loyalty and greater revenue, it is imperative that the Who? What? Where? When? Why? How? (WWWWWH) method is implemented. This strategy will allow one to identify the user’s needs so that a useful and user-friendly product is constructed and released into the market."

"I have learnt a great overview of what UX Design is and all the resources that are out there to help. I found the additional articles and videos very helpful and would say that I have watched or read 90% of them and have noted them all for future reference."

Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Concessions

For more information on available concessions, please visit the Concessions information page on our website.

Alison Fordham Bursary

The Institute is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our virtual learning platform, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses.

Application criteria: 

• Applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study.    
• Applicants who can demonstrate financial need.  
• Apply here https://www.ice.cam.ac.uk/bursary-application