Non award bearing

Aims of the course

• To discover how academic writing can be made more accessible and engaging for a wider audience
• To develop an appreciation of writing in terms of communication and pleasure
• To give information on pursuing commercial/popular publication

Target audience

Undergraduates, Postgraduates, and more senior academics who want their research to be read by a wider audience.

Course content overview

• Participants will look at how to build bridges between the sometimes esoteric language of academia and writing for the general reader
• Participants will discuss style, language, narrative, brevity, clarity and knowing your audience
• Participants will explore and experiment with different writing styles
• The course will also look at how to approach agents and publishers

Teaching week 1: Why is academic writing so academic?

To discuss the nature of academic writing

Learning outcomes:

• To provide an understanding of the language and system of academic writing
• To provide an appreciation of what makes academic writing seem elite or opaque to the general reader
• To discuss how academic writing can be deconstructed

Teaching week 2: Writing for a diverse audience

To show how academic writing can be made more accessible to the general reader

Learning outcomes:

• To provide an understanding of style, language, brevity and clarity
• To provide an appreciation of writing that can communicate, inform, and induce delight
• To experiment with re-writing a short piece of academic script into a more accessible style

Teaching week 3: What makes a story?

To explore what a story is, what it is for, and how to shape one.

Learning outcomes:

• To provide an understanding of the 'hook', and the means to find one
• To provide an appreciation of structure, framing the narrative and driving it on
• To provide the means to recognise and assess what makes a good story

Teaching week 4: What kind of writer do you want to be?

To explore different styles of writing.

Learning outcomes:

• To provide an understanding of different writing styles
• To experience writing for a wider audience
• To provide the means to develop a lucid and engagingly memorably style
• To provide knowledge of the audience you want to reach

Teaching week 5: Aiming for publication

To look at how to approach publication

Learning outcomes:

• To provide an understanding of what agents, publishers, and the media want from writers
• To provide an insight into the potential for self-publishing
• To provide knowledge about how best to approach publication

Schedule (this course is completed entirely online)

Orientation Week: 19-25 February 2024

Teaching Weeks: 26 February-31 March 2024

Feedback Week: 1-7 April 2024

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

"Everything was fine. Louise adopted just the right approach in this course for working adults, most of whom I guess had limited time. She encouraged us and gave honest feedback. (She also has a very nice speaking voice, so was easy to listen to!)"

"I loved this course! Louise is an excellent tutor. She gave us a vast range of interesting and helpful tips on how to write in a creative and engaging way. The activities were challenging and stimulating, allowing us to explore our authentic selves. I now feel free from the shackles of academia! Thanks, Louise, you are great, I have learned a lot from you and now feel more confident in expressing myself."

"A fantastic course worth every second of time investment! Revelations at every turn!"

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course

• To introduce participants to the varied ways in which humans have treated their dead throughout time and across the world, and how this impacts death and burial today
• To provide the necessary knowledge for a better understanding of mortuary studies in archaeology and anthropology and how scientific studies and humanities play a role in this
• To familiarise participants with case studies that emphasize the significance of death studies not only in learning more about the peoples of the past but where we are going with how we treat our dead in the future

Course content overview

Why is the skull such a fascinating subject for artists? And why are catacombs popular tourist destinations? These are just some of the questions we will discuss in this course about the unique and unusual ways we honour and inter our dead. Burial sites, human remains, grave goods, and memento mori have embedded information to offer not only about the deceased, but also shifts in ideology of living populations. This course will present a wide range of topics relating to the beliefs and treatment of the dead, across cultures and through time, with current research including how archaeologists are using biomolecular evidence to access how identity is encoded in bones and teeth. There will also be discussion of new and unique ways contemporary society interacts with the deceased, featuring cremation ash tattoos, jewelled skeletons, and zombie history. 

Schedule (this course is completed entirely online)

Orientation Week : 19-25 February 2024

Teaching Weeks: 26 February-31 March 2024

Feedback Week: 1-7 April 2024

Teaching Week 1 - The archaeology of death and burial

In our introductory session we will take a look at the major themes and contributors in mortuary archaeology and discuss how burials and bones are analysed via excavations. We will also discuss the ethics of working with human remains and the importance of ethical guidelines when working with the dead.

Learning outcomes

By studying this week the participants should have:

• A basic understanding of the burial archaeology and the role that human remains and burials play in understanding the past.
• A knowledge of what ethical considerations there are in working with human remains and how osteoarchaeologists try to address the ethics in every day practice.

Teaching Week 2 - The Ancient Dead

In this session we will focus on more specific forms of burial treatment such as mummification, excarnation, and cremation and look at examples from around the world via a death map activity. We will also look at deviant burials with unique case studies such as Vampire burials and human sacrifice. I will take you on a virtual tour of my lab to show you what scientific methods we use to study human remains.

Learning outcomes

By studying this week the participants should have:

• A better idea of the way in which peoples of the past dealt with their deceased and the reasons why which leads to inferences made about societal structure and belief systems.
• Familiarity with the scientific techniques osteoarchaeologists use to analyse human remains

Teaching Week 3 - Memento Mori: the relationship between death and art

This week we will examine the pre-historic and historic relationship between death and art through modified skulls, painted effigies, bejewelled skeletons, Renaissance art, and zombie culture. We will dive into the ways in which philosophy, spirituality, demonology, and medicine influenced how humans have expressed concerns about death through various media.  

Learning outcomes

By studying this week the participants should have:

• A stronger sense of how humans express views about death in creative ways.
• A familiarity with the how humans have modified their bodies throughout prehistory as a way to signal social status and economic power.  

Teaching Week 4 - Catacombs, crypts, and graveyards: death tourism

This week will travel the world looking at places of memory and spaces of commemoration including charnel houses, catacombs, royal crypts and mortuary monuments. We will evaluate why these places have become popular tourism sites and discuss the impact this has on these places through a ‘dark tourism’ lens.

Learning outcomes

By studying this week the participants should have:

• A better understanding of deathscapes and why these appeal or not to a wider audience and the emotional impact these places can have on the living.

Teaching Week 5 - Ashes to Ink: new ways of engaging with the dead

In the final teaching week of this course we will look at new and innovative ways in which humans today are treating our dead with a focus on modern anthropology. We will review what options are now available for dealing with the deceased and discuss the death positive movement as well as cremation tattoos and how popular culture is influencing the field of mortuary studies.

Learning outcomes

By studying this week the students should have:

• A more thorough understanding of how the business of death is changing and what options are available to the public now.
• A new appreciation of how ancient rituals are being revitalised in new death practices.

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

"The tutor presented the course at the start of each week and was always available if necessary to discuss any issues that might crop up .The presentation of the course and the materials were excellent covering on a global scale the issues and concepts in depth and using up to date research. The videos and the transcripts were great tools to guide us through the materials in gaining in depth understanding--.A warm approach with no pressure."

"It was rich and interesting and presented in a structured way that helps students get engaged in the subject matter. I have taken many online courses but as far as content goes, this one really stands out. Well done!"

"This was a wonderful course and more than met my expectations. Dr. Biers chose consistently thought provoking discussion topics and provided both course content and additional reading that compelled one to explore in greater death."

"I decided to take the course, even thought my schedule is really full. I could not let the chance pass. It exceeded my expectations and the tutor was knowledgeable and engaging. I highly recommend."

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course

1.  To introduce participants to key concepts and practical approaches in archaeology
2.  To learn the key methods for doing archaeology: how to retrieve information, excavation, dating
3. The foundations of archaeological interpretation. How do we know what we know? 

Course content overview

Archaeology is the study of past human life. Archaeologists primarily focus on material remains. But how do we reconstruct past lives? What questions can we answer? This course is an introduction to a fascinating discipline. It is intended for anyone with an interest in the human past. We will explore the birth of archaeology as a discipline, the methods used to retrieve information, the basics of dating and analysis and some key case studies. We will focus on the questions that archaeologists investigate and how they address these questions. In doing so, we will learn about the key techniques and methods: how to recover, record and interpret data. This course will show that archaeology is not just about objects or monuments; it includes artefacts, buildings, landscapes across time and space. 

Week 0 - Preparing to study this course

Purpose/Learning outcomes

•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 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

 Please note: All recorded lectures will involve illustrated slides. 

Week 1 - What exactly is archaeology?

Purpose

Overview of key themes, theories and the nature of archaeological research. Archaeologists seek to understand the past, examining material remains to explain how we came to live as we do in the present. This session will explore:

• The history of archaeology – how did archaeology emerge as a discipline?
• What is the purpose of archaeology?
• What is the framework for studying these themes?

Learning outcomes

•Familiarized themselves with the history of archaeology

•Learnt about the key benefits of archaeology to understanding the past

•Developed the first step of the overarching framework

Note: Resources will include clear explanations of technical terms (paradigms etc – these will be uploaded on the VLE). 

Week 2 - Key Methods and Techniques (1)

Purpose

The next two sessions explore the key methods and techniques for retrieving information, identifying objects, determining how old they are and the basics of interpretation. This session is about the key questions in archaeology – how do we know what we know? We will explore the basics of how to find information (hint: it’s not just by digging), how to look at things, what survives and how things survive (or not).

Learning outcomes

•Familiarized themselves with key field techniques

•Continue building solid interpretive framework

Week 3 - Key methods and techniques (2)

Purpose

How do we date things? What does time mean? Scientific dating, which gives us a chronological age, is fairly new in the history of archaeology. Prior to this, people used various methods to figure out what is older and more recent. In doing so, people had to face the question of what time means, and in the process questioned the antiquity of humankind.

Learning outcomes

•Developed an understanding of dating

•Continue building solid interpretive framework

Week 4 - Interpreting the Past (1)

Purpose

 The next two sessions include a mix of lectures and activities designed to help you interpret the past. The first session will provide a clear outline of how people have interpreted the past. We will explore how ideas developed, their impact and their pros and cons. This week you will be challenged to interpret a number of objects. Feedback will help you develop techniques for thinking about things, evaluating information and identifying what makes for a good argument.

Learning outcomes

•Learnt about the key interpretive methods

•Developed experience in constructing their own arguments

Week 5 - Interpreting the Past (2)

Purpose

This session examines two main themes: (a) the nature of historical archaeology. Is written evidence different from archaeological evidence? Are texts superior to material culture? How do we interpret things in historical archaeology? Do historians need archaeologists? And (b) how do we evaluate information? What makes an interpretation valid? We may roll our eyes at claims of ancient aliens and the like, but there is a darker side to these matters.

Learning outcomes

•Understood the basics of historical archaeology and evaluating information

•Engaged with the different types of information offered by historical archaeology

•Strengthened their interpretive skills

Week 6 - What Next?

Purpose

•Assessment of student learning

•Assessment of student satisfaction

•Encouragement of further study

Schedule (this course is completed entirely online)

Orientation Week : 8-14 April 2024

Teaching Weeks: 15 April-19 May 2024

Feedback Week: 20-26 May 2024

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

"Archaeology is a very broad field and the lectures covered the major aspects in an informative and easy to follow way. I learned a lot. The virtual dig and object handling were great fun as well as informative."

'I have followed several courses with the Institute and I was very impressed with this tutor and her enthusiasm and encouragement.'

"Isabelle was always available and responsive. I asked her for book recommendations on the early Arab era, for which she had to go out of her way to consult her colleagues, which she did, and responded to me with many titles. She took every question seriously, and did not talk down to students."

"Isabelle's lectures were well presented and easy to follow. It's never easy to judge the right level of complexity for online courses but she was spot on. Her comments and responses in the forum were very helpful."

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course

• To provide a practical introduction to Instructional Design
• To explore effective theories and frameworks for designing learning/training content
• To define effective aims, learning objectives, and learning outcomes
• To explore ways to effectively evaluate the effectiveness of learning and training
• To have participants create an instructional storyboard for a simple learning project 

Target audience

Anyone with an interest in the subject: teachers; instructors; professors; digital learning developers; students; learning managers; and anyone who is a stakeholder in the creation and delivery of learning/training content.

Course content overview

This course is designed for those who want to create highly effective instructor-led training, online learning, or mobile learning content — on any subject and for any audience. The course will cover:

• Understanding the function and fundamentals of instructional design
• Designing effective instructional content using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model
• Researching an audience and defining clear aims, learning objectives, and learning outcomes
• Designing an effective learning framework using a storyboard approach
• Evaluating the effectiveness of learning and training delivery

Teaching week 1 - What is instructional design?

Purpose/Learning outcomes

• Describe underlying principles of instructional design (ID) and explain the benefits
• Demonstrate a high-level knowledge of different ID models
• Describe, explain, and compare each of the phases of the ADDIE ID model
• Critically evaluate ADDIE as an appropriate model for ID
• Apply these outcomes to participant’s chosen project. Participants will be asked to justify approaches/choices they make.

Teaching week 2 - Learning domains and Bloom's Taxonomy

Purpose/Learning outcomes

• Compare and contrast the different types of learning gaps and evaluate the optimal approach for a given audience
• State the aspects of evaluating and analysing an audience and its value for ID
• Explain the essential elements and underlying principles of needs analysis
• Evaluate specific example audiences and present appropriate learning strategies  
• Describe, discuss, and critically evaluate Gagne and Bloom's idea of Learning Domains
• Describe, discuss, and critically evaluate the use of Bloom's Taxonomy to inform an appropriate learning framework
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Teaching week 3 - Defining objectives and choosing delivery formats

Purpose/Learning outcomes

• Define what aims, learning objectives, and learning outcomes are
• Write and evaluate effective learning objectives using Blooms verbs
• Compare and contrast different delivery formats
• Evaluate and recommend appropriate delivery formats for different learning use cases
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Teaching week 4 - Designing content

Purpose/Learning outcomes

• Describe the concept of a learning storyboard and state its value
• Evaluate sample story boards an evaluate their effectiveness
• Compare and contrast different ways to create an effective storyboard screen
• Create a simple storyboard for a chosen project
• Use storyboard screens to help inform the development of learning topics
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Teaching week 5 - Evaluating learning

Purpose/Learning outcomes

By studying this week the students should be able to:

• Explain the benefits of evaluation and its relationship to analysis and design
• Describe the Kirkpatrick evaluation approach
• Determine which aspects of learning/training should be evaluated 
• Discuss shortcomings of the Kirkpatrick approach
• Compare LTEM (Learning Transfer Evaluation Model) approach with Kirkpatrick approach
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Schedule (this course is completed entirely online)

Orientation Week: 19-25 February 2024

Teaching Weeks: 26 February-31 March 2024

Feedback Week: 1-7 April 2024

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:

"Paul was very helpful, very responsive, and put effort and energy into guiding us in the right direction. I would happily recommend this course to any teachers looking to move into instructional design."

"It gave a good broad overview of instructional Design, applicable to a range of experiences and job roles."

"The course met all my expectations. It was structured, pitched and delivered just right. I liked the mix of webinar, activities, and support material."

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

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: 8-14 January 2024

Teaching Weeks: 15 January-18 February 2024

Feedback Week: 19-25 February 2024

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course:

1. To introduce students to travel literature – books and essays rather than journalism
2. To familiarise them with the skills and practices of travel literature
3. To encourage and develop students’ own skills as travel writers.

Course content overview:

• The course will familiarise students with a wide range of travel books selected to illustrate the substance, diversity and flexibility of this creative genre. 

Course outline

Welcome week

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 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. 

Week 1

By studying this week the students should have:

• Understood, by reference to published examples, what their own travel book, however formative, might constitute, in terms of the proposed journey and its underlying subject or preoccupation.

Week 2

By studying this week the students should have:

• Gained a sense of the importance of their opening paragraphs.
• Begun to think about their own place in the story they mean to tell.

Week 3

By studying this week the students should have:

• A better sense of the qualities they need to prioritise or develop as travel writers.
• Learned something of the degree to which these personal qualities might be ‘on show’ in their narratives and of the dangers inherent in self-portrayal.

Week 4

By studying this week the students should have:

• Begun to learn how to evoke landscapes and populate them.
• Learned how to deploy dialogue and description.

Week 5

By studying this week the students should have:

• A good sense of how accomplished travel writers successfully present their travel experiences; what works and what doesn’t from both the writer’s and his/her readers’ perspectives.
• Understood what obligations, if any, the travel writer has to tell the truth, however that is defined.

Week 6

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

Learning outcomes

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

1. Show a greater understanding of travel writing as a form/genre
2. Be better able to convey People and Place
3. Be better able to structure a travel writing narrative

Schedule (this course is completed entirely online):

Orientation Week: 23-29 October 2023

Teaching Weeks: 30 October-3 December 2023

Feedback Week: 4-10 December 2023

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

"I didn’t just learn about crucial elements to travel writing, I also grew as a writer"

"The course exceeded my expectations. This was primarily down to the most excellent tutoring by Jeremy Seal who went beyond the call of duty on many occasions."

"Jeremy was an excellent tutor, providing prompt feedback and the presentations were excellent. It was great to interact with both Jeremy and the others on the course and to read others' work. I have learnt a great deal."

"The pacing was great and the interactive nature of the class made it engaging. I like that the content for each lesson was also available in the text as it aided with accessibility."

"I enjoyed the content of this course; It was very broad and inspirational. We explored several different formats, from magazine and newspaper articles to classic as well as more recent books on travel. Video and poetry also featured. I feel well educated."

"The samples, then writing assignments really stretched my abilities, but helped me recognize I need to add relevant detail, while sifting out fluff. I don't think I understood the difference before this course. I'm still learning. This was absolutely wonderful!"

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.

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course

• To explore key questions about humanity via archaeology
• To learn the contribution of archaeology to these questions
• to acquire new skills and methods in answering questions

Course content overview

Archaeology studies humanity’s past via material remains - but it does much more than that. As a discipline, it deals with some of the fundamental questions about humanity. Where do we come from? What makes us human? Are we the result of our genes? Do civilizations rise and fall? How does change happen? If you are interested in these questions, then this course is for you. Join me as we explore some of the big questions about what makes us human. Specifically, we will look at how archaeology can help us answer these questions. We will look at the key events and material remains and trace where ideas come from. Are our interpretations rooted in evidence or are they the result of wider historical forces? If you are interested in challenging what we know about our world, then this course is for you. Over the duration of the course we will explore some of the most challenging and fascinating questions with a mix of illustrated lectures, podcasts and discussions. 

Schedule (this course is completed entirely online)

Orientation Week: 23-29 October 2023

Teaching Weeks: 30 October-3 December 2023

Feedback Week: 4-10 December 2023

Teaching Week 1 - Where do we come from? Are we just big apes?

What does it mean to have a common ape ancestor? This lecture offers an overview of humanity’s fascinating journey from the common ape ancestor to modern humans (H. Sapiens sapiens). Our journey starts in Africa, an Africa that was very different from the one we know today. The journey to ‘becoming human’ is full of twists and turns. We will encounter different species, trace ancient footprints and follow a complex but fascinating puzzle. What was the world before us like?

Learning outcomes

By studying this week the participants should have:

• Understood the basic mechanisms of human evolution
• Traced the spread of humans

Teaching Week 2 - Are we the result of our genes? Exploring genetics and race 'science'

What exactly is a gene? Is something invisible to the naked eye really important? We are all familiar with the idea of DNA, whether we are watching a TV show or sending off samples to a “genetic ancestry” company. It looks simple: provide some saliva and catch the killer or find your long-lost ancestor. In reality, it is not straightforward. Join me as we explore what a gene is, and how this thing, so tiny as to be invisible to the naked eye, has been used and abused. What can genes tell us? What cannot they tell us?

This week we will explore the basics of genetics. Genetics is an important and vibrant field, but it has its limitations. More importantly, concepts of genetics, superiority and adaptation pre-date the actual scientific study of genetics. This week we trace the complex history of the gene and focus on what we can and cannot learn.

Learning outcomes

By studying this week participants should have:

• Familiarized themselves the basics of genetics
• Explored the origins and impact of race ‘science’

Teaching Week 3 - The rise of civilisations

What is a civilisation? How does a civilisation emerge? This lecture will focus on specific examples of ‘civilisations’, but fundamentally it asks what a civilisation is. Why does the idea of a civilisation conjure up visions of the Roman Empire but not of Nubia, for example? Rather than exploring individual civilisations, this week we will look at the fundamental issues, while examining a number of key places and societies.

The aim is not to explore a specific ‘civilisation’ but, in line with the course ethos, to engage with the idea of civilisations. Participants will be taken on a journey, documentary-style, and their attention will be directed to the Big Questions.

Learning outcomes

By studying this week participants should have:

• Developed an understanding of what a civilisation is
• Developed a solid interpretive framework

Teaching Week 4 - Empires, Kingdoms and Power

What is an empire? If the concept of a civilization is hazy, how about an empire? What happens when empires fall? In this lecture we will delve further into power, and what happens when power is concentrated in the hands of one ruler? This week we will challenge what we think we know about kingship. Is kingship synonymous with empire? What does a king look like? Our journey will take us to Sudan, Mali and beyond as we explore different forms of power.

Learning outcomes

By studying this week participants should have:

• Furthered their understanding of what a civilisation is
• Developed experience in constructing their own arguments

Teaching Week 5 - Empires: ancient and modern

In the 21st century we are witnessing a widespread debate with imperialism and decolonization. Are empires a thing of the recent past? How might they differ from ancient empires?  We will explore how ancient and modern empires conceptualize allies and enemies. How are divisions defined? Have they always been based on ideas of racial superiority?

This lecture discusses some hard-hitting topics. For example, what is the difference between Romans owning slaves and the Atlantic slave trade? Is discrimination a modern phenomenon? It is not, but its nature has changed considerably across time. This is something that archaeologists can and do trace in the archaeological record. It is also a multi-disciplinary project – because in asking the Big Questions we need to use a number of methods.

Learning outcomes

By studying this week participants should have:

• Understood the different types of empires
• The impact of different empires

Feedback Week

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).

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).

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

"This is another fascinating course from the ICE. Besides touching upon human evolution (which I wrongly thought would be the main theme), the tutor also gave an overview of various subjects. The topics of civilisation and the development of empires/kingdoms are particularly interesting and the related course materials certainly gave a different perspective compared with the conventional views. Overall speaking, I gained much knowledge through this course and the coverage of the course and the course materials surely exceeded my expectation."

"Isabelle's lectures where clear and she made tricky topics easy to follow and understand."

"It was brilliant to discuss archaeology with an expert such as Isabelle. I had private conversations on the invited zoom and participated in one of her lectures Jebel Moya. I'd never studied any aspects of archaeology before...and Isabelle informed me about Certificates and Diplomas with ICE."

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course

• To provide a practical introduction to Instructional Design
• To explore effective theories and frameworks for designing learning/training content
• To define effective aims, learning objectives, and learning outcomes
• To explore ways to effectively evaluate the effectiveness of learning and training
• To have participants create an instructional storyboard for a simple learning project 

Target audience

Anyone with an interest in the subject: teachers; instructors; professors; digital learning developers; students; learning managers; and anyone who is a stakeholder in the creation and delivery of learning/training content.

Course content overview

This course is designed for those who want to create highly effective instructor-led training, online learning, or mobile learning content — on any subject and for any audience. The course will cover:

• Understanding the function and fundamentals of instructional design
• Designing effective instructional content using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model
• Researching an audience and defining clear aims, learning objectives, and learning outcomes
• Designing an effective learning framework using a storyboard approach
• Evaluating the effectiveness of learning and training delivery

Teaching week 1 - What is instructional design?

Purpose/Learning outcomes

• Describe underlying principles of instructional design (ID) and explain the benefits
• Demonstrate a high-level knowledge of different ID models
• Describe, explain, and compare each of the phases of the ADDIE ID model
• Critically evaluate ADDIE as an appropriate model for ID
• Apply these outcomes to participant’s chosen project. Participants will be asked to justify approaches/choices they make.

Teaching week 2 - Learning domains and Bloom's Taxonomy

Purpose/Learning outcomes

• Compare and contrast the different types of learning gaps and evaluate the optimal approach for a given audience
• State the aspects of evaluating and analysing an audience and its value for ID
• Explain the essential elements and underlying principles of needs analysis
• Evaluate specific example audiences and present appropriate learning strategies  
• Describe, discuss, and critically evaluate Gagne and Bloom's idea of Learning Domains
• Describe, discuss, and critically evaluate the use of Bloom's Taxonomy to inform an appropriate learning framework
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Teaching week 3 - Defining objectives and choosing delivery formats

Purpose/Learning outcomes

• Define what aims, learning objectives, and learning outcomes are
• Write and evaluate effective learning objectives using Blooms verbs
• Compare and contrast different delivery formats
• Evaluate and recommend appropriate delivery formats for different learning use cases
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Teaching week 4 - Designing content

Purpose/Learning outcomes

• Describe the concept of a learning storyboard and state its value
• Evaluate sample story boards an evaluate their effectiveness
• Compare and contrast different ways to create an effective storyboard screen
• Create a simple storyboard for a chosen project
• Use storyboard screens to help inform the development of learning topics
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Teaching week 5 - Evaluating learning

Purpose/Learning outcomes

By studying this week the students should be able to:

• Explain the benefits of evaluation and its relationship to analysis and design
• Describe the Kirkpatrick evaluation approach
• Determine which aspects of learning/training should be evaluated 
• Discuss shortcomings of the Kirkpatrick approach
• Compare LTEM (Learning Transfer Evaluation Model) approach with Kirkpatrick approach
• Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.

Schedule (this course is completed entirely online)

Orientation Week: 23-29 October 2023

Teaching Weeks: 30 October-3 December 2023

Feedback Week: 4-10 December 2023

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:

"Paul was very helpful, very responsive, and put effort and energy into guiding us in the right direction. I would happily recommend this course to any teachers looking to move into instructional design."

"It gave a good broad overview of instructional Design, applicable to a range of experiences and job roles."

"The course met all my expectations. It was structured, pitched and delivered just right. I liked the mix of webinar, activities, and support material."

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

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: 23-29 October 2023

Teaching Weeks: 30 October-3 December 2023

Feedback Week: 4-10 December 2023

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

Aims of the course

• To discover how academic writing can be made more accessible and engaging for a wider audience
• To develop an appreciation of writing in terms of communication and pleasure
• To give information on pursuing commercial/popular publication

Target audience

Undergraduates, Postgraduates, and more senior academics who want their research to be read by a wider audience.

Course content overview

• Participants will look at how to build bridges between the sometimes esoteric language of academia and writing for the general reader
• Participants will discuss style, language, narrative, brevity, clarity and knowing your audience
• Participants will explore and experiment with different writing styles
• The course will also look at how to approach agents and publishers

Teaching week 1: Why is academic writing so academic?

To discuss the nature of academic writing

Learning outcomes:

• To provide an understanding of the language and system of academic writing
• To provide an appreciation of what makes academic writing seem elite or opaque to the general reader
• To discuss how academic writing can be deconstructed

Teaching week 2: Writing for a diverse audience

To show how academic writing can be made more accessible to the general reader

Learning outcomes:

• To provide an understanding of style, language, brevity and clarity
• To provide an appreciation of writing that can communicate, inform, and induce delight
• To experiment with re-writing a short piece of academic script into a more accessible style

Teaching week 3: What makes a story?

To explore what a story is, what it is for, and how to shape one.

Learning outcomes:

• To provide an understanding of the 'hook', and the means to find one
• To provide an appreciation of structure, framing the narrative and driving it on
• To provide the means to recognise and assess what makes a good story

Teaching week 4: What kind of writer do you want to be?

To explore different styles of writing.

Learning outcomes:

• To provide an understanding of different writing styles
• To experience writing for a wider audience
• To provide the means to develop a lucid and engagingly memorably style
• To provide knowledge of the audience you want to reach

Teaching week 5: Aiming for publication

To look at how to approach publication

Learning outcomes:

• To provide an understanding of what agents, publishers, and the media want from writers
• To provide an insight into the potential for self-publishing
• To provide knowledge about how best to approach publication

Schedule (this course is completed entirely online)

Orientation Week: 4-10 September 2023

Teaching Weeks: 11 September-15 October 2023

Feedback Week: 16-22 October 2023

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

"My goal for this course was to master English writing to prepare myself for the philosophy course at Cambridge. I'm not Socrates yet, but indeed, I have gotten closer to my long-term goal of becoming a writing philosopher. Thank you, Lisa, for not forcing me and gently directing me with general advice in my writing. Thank you for reshaping the text for clarity and brilliance. I appreciate image-focused metaphors in recommended materials, especially in Carolina Perez's book. I appreciate critiques from Chris and Kristian. What I learned here is not only how to critique but also how to take critique as well. I'm perfectly content with not being left alone to write."

"I loved this course! Louise is an excellent tutor. She gave us a vast range of interesting and helpful tips on how to write in a creative and engaging way. The activities were challenging and stimulating, allowing us to explore our authentic selves. I now feel free from the shackles of academia! Thanks, Louise, you are great, I have learned a lot from you and now feel more confident in expressing myself."

"I have learnt to rethink the way I write for a new audience. This was a challenging course about the technicalities of writing. I now feel more confident I can attract an audience who may not previously been interested in my subject. An excellent tutor who gave her time providing much positive feedback and advice."

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).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.