Non award bearing

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 : 4-10 September 2023

Teaching Weeks: 11 September-15 October 2023

Feedback Week: 16-22 October 2023

 

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 : 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

"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:

1. To establish why (and if) the Western Roman Empire fell.
2. To educate students into methods of historical enquiry.
3. To teach collaborative working techniques in an online environment.

Course content overview:

• This course will examine the death of the Western Roman Empire as though it were a forensic case. We shall look at possible causes of death, match them with observed symptoms and deduce the likelihood that the suggested cause did indeed bring about the end result.
• in the first weeks we will look at a variety of causes. The last two weeks will ask firstly 'Did the Western Empire really fall?' (currently being hotly debated by academics), and secondly 'Why did the Eastern Empire survive?'

Schedule (this course is completed entirely online):

Orientation Week: 20-26 May 2024

Teaching Weeks: 27 May-30 June 2024

Feedback Week: 1-7 July 2024

 

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

•Investigated the ICE Online Resources repository

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

•Used Qmail 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

 

Week 1 - Was it the barbarians?

Purpose

To examine the role of barbarian incursions in the fall of the western empire. To query whether this is essentially a story of straightforward military conquest. The importance of the sack of Rome.

Learning outcomes

By studying this week the students should have:

•Familiarity with various barbarian tribes and confederations

•Understanding of the military and strategic issues of the fifth century

•An understanding of the chronology of the major barbarian invasions

•Engaged with original texts and sources

 

Week 2 - Did Rome rot from within?

Purpose

To examine the role that civil war, self-interest and a corrupt bureaucracy played in bringing down the empire.

Learning outcomes

By studying this week the students should have:

•Familiarity with the Late Imperial form of government

•Familiarity with the events of the period

•Understanding of academic debate on the issue, and means of enquiry

•Engaged with original contemporary texts

 

Week 3 - Was it something else?

Purpose

To discuss other theories for the fall of the western Roman empire. (e.g. Plague, economic collapse, Christianity, depopulation by famine, climate change.)

Learning outcomes

By studying this week the students should have:

•An understanding of the fragility of ancient societies

•An understanding of archaeological and epigraphic techniques

•An understanding of how to present and deconstruct historical theories

•Engaged with original contemporary texts

 

Week 4 - Did the West really fall?

Purpose

Some academics argue the Western Empire did not fall, but only changed profoundly.

Learning outcomes

By studying this week the students should have:

•Followed the current academic debate

•Re-evaluated the meaning of a 'fallen empire'

•Understood processes of continuity and change in 5th and 6th century Europe

•Engaged with original contemporary texts

 

Week 5 - Why did the East not 'fall'?

Purpose

To discover why the eastern Roman empire endured for another thousand years

Learning outcomes

By studying this week the students should have:

•Understood geopolitical issues in the 5th century

•Been introduced to the Byzantine era

•Grasped the basics of comparative history

•Engaged with original contemporary texts

 

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).

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's generosity in sharing his in-depth knowledge with the participants, his thought- provoking questions/answers to our contributions to the forum are the key points to how he provides us with a very enriching experience."

"Thinking about the questions Maty posed which, whilst based on the course material, went beyond the narrow historical facts alone to consider a range of wider issues and conjectural situations was both challenging and thought provoking. A thoroughly enjoyable course and a lot to ponder. "

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.

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 for the duration of the course), 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 critical study of two of Shakespeare's most important history plays, Richard II and Henry V, in both of which the interpretation of historical events is a central concern.
2. To show students how these dramas have played a role in the interpretation of English history, both in Shakespeare's day and in our own.
3. To enable students to assess the merits of some established critical views of the plays, and to engage critically with modern productions (including readily available film versions)

Course content overview:

Students will learn how these plays, rather than merely recounting a particular version of history, themselves explore how important historical events come to be differently and often tendentiously interpreted, both at the time when they occur and in retrospect

Attention will be given to the ways in which a play's interpretation of history could prove disquieting to the authorities of the day, and hence dangerous to those who staged it.

In weeks 1-3 the text is Richard II, with special emphasis on its significance and reception in Shakespeare's own time. in weeks 4-5 the course will turn to Henry V, revisiting questions from weeks 1-3 but also moving on to consider the interpretation of a Shakespearean history play (and of history itself as received through Shakespeare) in modern times, especially on film, from World War II on.

This course will refer to the following editions:

Shakespeare, William. Richard II. Cambridge University Press, 2003. (paperback or Kindle edition)

Shakespeare, william. Henry V. Cambridge University Press, 2005. (paperback or Kindle edition)

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

 

Detailed Course Schedule

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 their studies and also to respond to News item sent out on behalf of tutor.

 

Week 1 - Richard II and the politics of English history (Richard II, Act One)

Purpose:

Students will be introduced to the official version of English history promoted by the Tudor dynasty, and will begin to consider why and in what version Shakespeare’s Richard II and its sequels set out to retell that familiar history to their original Elizabethan audiences.

Learning outcomes

By studying this week the students should have:

•Understood why the period of English history from the reign of Richard II onwards was so important to the Tudor dynasty and so interesting to Elizabethan audiences.

•Grasped how the opening act of Shakespeare’s Richard II alludes to key events in this history.

•Discussed what interpretation the play puts on those events, and how the principal characters in the play interpret their own roles as historical actors.

 

Week 2 - Richard II and the Renaissance monarch (Richard II, Acts Two and Three)

Purpose:

Students will be introduced to the diversity of political thinking in Elizabethan England, and will see how a range of distinct political views are appealed to by characters in Shakespeare’s Richard II.  They will consider how the play engages with a specific political issue which was important to its original audience and yet perilous to discuss, namely the nature and limits of a monarch’s authority.

Learning outcomes

By studying this week the students should have:

•Encountered the range of contrasting ideas current in Shakespeare’s time concerning the basis of a monarch’s authority and the possible grounds for resisting it.

•Considered why a history play might have been an apt vehicle for exploring such ideas.

•Discussed  with what dramatic function and what political aims some of these ideas are expressed by characters in Shakespeare’s Richard II.

 

Week 3 - Richard II as political dynamite — royal anger and state censorship (Richard II, Acts Four and Five)

Purpose:

Students will learn how Shakespeare’s Richard II proved politically controversial and even dangerous in its own time, both on stage and in print.  They will be introduced to the nature of Elizabethan censorship and propaganda, and to the delicate relationship between the professional acting companies and the monarchy.

Learning outcomes

By studying this week the students should have:

•Learned about the involvement of Shakespeare’s play and acting company in a significant Elizabethan political crisis, the Essex rebellion, and seen how political censorship affected the text of the play as printed in the earliest editions.

•Considered the relation of Shakespeare’s acting company with state power and propaganda.

•Explored and debated the politics of the play itself, especially its closing acts, in light of these events and considerations.

 

Week 4 - Henry V — nationalist propaganda, subversive critique, or something in between?

Purpose

Students will apply what they have learned in weeks 1 – 3 to another important Shakespearean history play, Henry V, focusing on some scenes which illustrate the complexity of its interpretation of history and the attendant difficulties it presents to criticism.  They will encounter, and debate the merits of, some seminal critical views of the play.

Learning outcomes

By studying this week the students should have:

•Applied the learning content of weeks 1 – 3 to a second English history play, Henry V.

•Understood and assessed some important critical views of the play.

•Discussed the play’s exploration of the theme of the interpretation of history.

 

Week 5 - Henry V on film — Shakespearean history still open to interpretation

Purpose

Students will be introduced to the modern production history of Shakespeare’s Henry V, with especial attention to film versions (which they will be encouraged to watch).  Discussion will focus on (1) how different productions adapt the play to convey a particular interpretation of history, and (2) how modern productions cope with the difficulty that modern audiences are unlikely to have the relevant historical background knowledge assumed by the playwright.

Learning outcomes

By studying this week the students should have:

•Learned about, and encountered at first hand, some significant modern productions of Shakespeare’s play.

•Considered how particular productions interpret the historical events represented by the play, and how they adapt Shakespeare’s text to that end.

•Discussed the difficulties of staging Shakespeare’s history plays for modern audiences.

 

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:

"The short video followed by the short audio presentations were very helpful and easy to take in. The resources were good supplementary reading."

"Excellent. The course delivery felt personal and accessible as well as serious and challenging."

"The tutor, Paul, gave very nuanced and interesting perspectives on the plays. He challenged all of us to think more deeply about many meaningful aspects of Shakespeare's interpretation of history. I learned a great deal."

"I love the personal notes, that every comment and query or uncertainty is picked up and addressed. The challenging of thoughts presented but always in a positive way and never speaking down to the participants. BA very engaged and engaging tutor - I look forward to logging on every day and learning more."

"There was good course feedback, with all of us participants being involved and our responses acknowledged. I learned that there was much more to Richard 2nd and to Henry 5th than I had realised."

 

Terms and Conditions and ICE Fee Information and Refund Policy

 

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.

Aims of the course:

1. To explore the range of fiction and book formats for different ages and stages of childhood.
2. To show how to shape and write stories, sometimes to work with illustration.
3. To allow participants to develop an understanding of the market, and how to pursue publication.

Learning outcomes

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

1. understand what a story is, and how it works;
2. appreciate why different stories and styles suit different stages of childhood and book format;
3. make an informed attempt at writing for children of different ages;
4. understand what is involved in getting a story published.

 

Course content overview:

• This course will consider children of different ages and stages, and the books suited to them.
• An understanding of story will be developed, considering character, plot and writing voice appropriate to the young audience and readership.
• Information will be given in targeting different potential publication openings.

Schedule (this course is completed entirely online):

Orientation Week: 8-14 April 2024

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 Helpdesk;
• learnt how to look for, assess and reference internet resources;
• 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 item sent out by tutor.

Teaching Weeks: 15 April-19 May 2024

Week 1 What’s the story?

Purpose: To explore what a story is and how to shape one. By studying this week the students should have an understanding of the necessary structure of story.

Week 2 Character and plot

Purpose: To show how character and plot are intertwined to achieve story. By studying this week the students should have:

• an understanding of how character powers plot;
• the tools with which to create character through words;
• the experience of writing a story opening that establishes character and sets a plot in motion.

Week 3 Voice

Purpose: To explore how different writing treatments can achieve different effects.  Narrative voice, first person, use of dialogue, letters and diary entries. By studying this week the students should have:

• an understanding of different writing styles, and the effect those different styles can create;
• experience in trying some of those different styles;
• experience in assessing those styles, when written by others.

Week 4 Words in partnership with illustration and design

Purpose: To show how pictures showing story can work together with words telling or animating a story.  To demonstrate how book design can present story to dramatic effect. By studying this week the students should have:

• an appreciation of how words and pictures can work together to communicate story in picture book form;
• an experience of writing with illustration in mind.

Week 5 Aiming for publication

Purpose: To introduce the complex world of children’s book publication, highlight potential openings, and teach how best to approach publication. By studying this week the students should have:

• an understanding of the markets for children’s books;
• an understanding of the different requirements from publishers aiming different formats of books for different ages of children and different markets;
• knowledge about how best to approach publication

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).

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

"Pippa's weekly feedback was excellent. So thorough and considered. She was very honest and constructive which is much appreciated. Her insider knowledge is so interesting and useful. I think most of all she seemed genuinely invested in our development."

“The course content exceeded my expectations. It managed to cover a lot of detail about how to write and what makes a good story, as well as more practical matters.”

“I enjoyed the challenges and they were pitched at the beginner level which suited me well."

“Every week I found myself challenged and encouraged with insightful information, exercises and feedback.”

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

Aims of the course

• To gain an understanding of the brain structures involved in decision-making and how they develop.
• To gain an understanding of the neural mechanisms of decision-making processes and how these are influenced.
• To gain an understanding of decision-making deficits and their role in psychological disorders.

Target audience

Marketing & consumer psychology specialists wanting an improved understanding of what influences consumers decision-making behaviour, how different populations and demographics are likely to make decisions and how the decision-making process can be advantageous in marketing strategies.

Child development specialists, childcare, early years education practitioners looking for an improved understanding of the implications of early experiences, shaping early years education and experiences.

Psychology and mental health professionals for children (counsellors, social workers, CAMHS) looking for an improved understanding of the neurological and psychological impact of early experiences and the importance of experiences in key developmental periods.

Psychology and mental health professionals for adults (counsellors, prison service, mental health care) looking for an improved understanding of the possible roles of early experiences in behaviours exhibited in adulthood. Specifically, in terms of psychological disorders associated with decision making deficits. Improving understanding of the underlying neurological processes of decision-making, driving external behaviours.

Learning outcomes

• Identify the key anatomical and physiological components of decision making from a neuropsychological perspective
• Explain decision-making development in terms of executive function, the role of the prefrontal cortex and influences on development
• Outline decision-making deficits and roles of decision-making in psychological disorders

Schedule (this course is completed entirely online)

Orientation Week: 20-26 May 2024

Teaching Weeks: 27 May-30 June 2024

Feedback Week: 1-7 July 2024

Teaching week 1 - Introduction to neuroanatomy & neurodevelopment

This week will provide participants with a basic understanding of anatomy and development, providing an important basis for the following weeks. This week will not have a specific focus on decision making, but provides students with a basic knowledge that will be needed to be able to understand the later content on decision making.

Learning outcomes:

• Develop an understanding of basic brain anatomy
• Develop a basic understanding of how the human brain develops

Teaching week 2 - The importance of the prefrontal cortex

This week will provide participants with an understanding of what the prefrontal cortex is and how it is involved in high order processes, specifically decision making. Participants will gain a general understanding of what makes the prefrontal cortex unique in terms of structure and function. This week will cover research evidence surrounding the involvement of the prefrontal cortex in various aspects of decision making.

Learning outcomes:

• Develop an understanding of what the human prefrontal cortex is and why it is important in decision making

Teaching week 3 - Neurotransmitters, Neurophysiology and decision networks

This week will build upon the anatomical and physiological knowledge developed so far, gaining a more complex understanding of how decisions are made. Participants will learn about the neurotransmitters involved in a decision and how they 'act' in terms of physiology. Participants will also learn about brain connectivity, specifically research evidence surrounding the specific connections and networks involved in decision making.

Learning outcomes:

• Building on previous learning to develop a more in depth understanding of the decision making process from a neurophysiological perspective.
• To begin to build an understanding of the brain networks involved in decisions.

Teaching week 4 - Decision making styles & the role of childhood experiences in decision-making

This week puts the previous weeks learning into an applied context, exploring decision making and development of decision making as a dynamic process. Specifically, there will be a focus on differences in decision making style exhibited in adulthood and factors in childhood that can affect the development of decision making.

Learning outcomes:

• To be able to put their previous learning into context.
• To build on basic neuroanatomical and physiological understanding from previous weeks, to explore the development of decision making in more detail.
• To develop a further understanding of decision making and what influences it.

Teaching week 5 - Decision making deficits

This week brings together everything covered in teaching weeks 1-4 in terms of neurotypical decision making, to explore deficits in decision making, such as that seen in schizophrenia. The content this week will cover observed decision-making deficits, research evidence suggesting underlying biological causes and the roles of external factors e.g. in childhood.

Learning outcomes:

• To build on previous knowledge of neurotypical decision making to gain an understanding of how decision making deficits contribute to psychological disorders and how they manifest.

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:

"Clear and concise, and I loved the fact that the sessions are divided into bite sized learning making it easier to capture the information and study based on our availability."

"The papers were excellent, and the discussion topics really stimulating."

"Show how practicing self-control can lead to improvements in decision-making."

"Thorough, knowledgeable, interactive, helpful. Thank you!"

"The tutor was engaged and provided feedback in the discussions."

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 history and key debates in psychology and neuropsychology, exploring the main different cognitive functions and how they interact with one another.
• To learn the key techniques and methods to study the mind.
• To introduce participants to the main theories, models, and concepts of attention, memory, language, perception, and emotional processing.

Target audience

Anyone with an interest in psychology. This course will touch on the fundamental theories, models, and methods of cognitive psychology with a specific focus on the different functions (attention, memory, language, language, perception, and emotional processing).

Course content overview

Psychology is the study of how we feel, see, hear, speak, learn and narrate our story in the world. Cognitive psychologists primarily focus on how our mind works and how it develops from the moment we are born and during childhood to reach its full capability. 

This course is intended for anyone with an interest in psychology and it does not require any previous expertise or knowledge of psychology. We will explore the key ideas, models, and findings of the main cognitive functions, including memory, language, attention, and perception. 

The course will also provide insights into the core research methods used to study the mind, brain, and behaviour (from behavioural experiments, to the study of patients with brain damage and the use of neuroimaging techniques). In doing so, participants will learn about the main methods and materials used to explore human feelings, sensations and thinking, as well as the way humans learn and interact with their own selves and others.

This course will give students an understanding of the historical development of modern psychology, a familiarity with what we now know about our own mind-body system through  an exciting journey inside our mind and how it evolves throughout our lives with the help of brain plasticity.

Schedule (this course is completed entirely online)

Orientation Week: 20-26 May 2024

Teaching Weeks: 27 May-30 June 2024

Feedback Week: 1-7 July 2024

Teaching week 1 - What is Cognitive Psychology? History and current core debates

This week will give an overview of the main ideas that underlie modern research in psychology. Content will explore key debates such as the nature and nurture discussion and their role in forming personality and behaviour; the relationship between brain, mind and behaviour and the extent to which the mind-body system can be observed and investigated scientifically; the extent of plasticity in the adult brain; and the extent to which the mind can be conceived in a modular way, with different functions regulated by different neural paths. This will stimulate a critical understanding of psychology in a broad way and of the principles at the heart of its research.

Learning outcomes

• To learn about the key findings and assumptions of cognitive psychology;
• To get familiar with some of the central debates in cognitive psychology
• To understand the relationship between the mind and the brain, as well as the role of genes and experience in shaping human behaviour.

Teaching week 2 - How do we measure the mind? Introduction to psychology's main research methods

This week explores the key research methods of psychology. It will outline the most important techniques at the heart of cognitive psychology and evaluate the contribution they can make to what we now know about the mind and its development. Content will introduce the role of neuropsychological research in understanding how brain lesions can help us understand how the brain normally functions. A review of the key neuroimaging techniques will be given, including magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), positron emotion tomography (PET), electroencephalogram (EEG), magnetoencephalography (MEG) and single cell recordings. The podcast will also consider techniques for actively manipulating neural activity (e.g. transcranial magnetic stimulation (TMS) and transcranial direct current stimulation (tDCS).

Learning outcomes

• To understand the main methods in cognitive psychology.
• To learn about neuroimaging techniques and neuropsychological findings and how they contribute to our knowledge of the human brain.
• To develop a critical approach to methods and how each of them helps answer specific research questions.

Teaching week 3 - Introduction to the psychology of human language

This week provides an introduction to the study of language and to the core aspects of language processing. Particular focus will be given to how we learn language and whether we have an innate predisposition to language acquisition. Content will provide an overview of the main theories of language acquisition and the nature of the learning context, discussing the theory of shared attentional orienting (between the parent and the infant) during language development. Lectures will also provide an overview of the different components of language from phonology and morphology to semantics and syntax.

Learning outcomes

• To learn the main theories and models related to human language acquisition and to critically evaluate the extent to which empirical studies support different theoretical claims.
• To understand the main models accounting for the development of the different components of language.
• To develop a critical approach to theories highlighting the crucial role of the learning context during language acquisition (shared attentional orienting).

Teaching week 4 - Introduction to memory, perception, and cross-modal interactions

This week will introduce the concepts of working memory and the most influential models theorised to explain its role. We will also explore evidences for the idea of a ‘phonological loop’ and ‘visuo-spatial’ sketchpad for short term memory. Content will also highlight how language and memory interact with perception to facilitate some aspects of our daily life. In particular, cross-modal effects will be explored, that is how one sensory system (for example what we see) can influence another sense (what we hear); or how perception and language have an influence on each other (such as how language influence how we see colours); or how perception influences memorization.

Learning outcomes

• To learn the main ideas and models of working memory and its role in relation with short- and long-term memory. 
• To understand how language and memory interact with perception to facilitate some aspects of our daily life.
• To develop a critical approach to the modular understanding of the mind and appreciate how sensory modalities greatly influence each other.  

Teaching week 5 - Introduction to attention, consciousness, and free will

This week will explore the idea of attention and the idea that our experience is shaped by what we focus on. In particular, this week will be dedicated to the influence of attention in our mind’s life and on how our internal and external landscape is designed by our attention (such as the role of attention on memory, language and perception). Videos will also discuss cases of impaired attention and the symptoms it causes (such as the visual spatial neglect). Finally, the session will also provide an overview of the relationship between attention and consciousness, of their co-dependency as well as dissociation. Content will also be dedicated to the relationship between consciousness and free will.

Learning outcomes

• To learn the psychological concept of attention and how it shapes thinking.
• To understand the contribution of neuropsychology to our understanding of human attention. 
• To develop a critical approach to the literature on the relationship between attention and consciousness.

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

"This course offered a variety of fascinating insights into cognitive and neuropsychology. It is amazing how much science has discovered and how much still is to uncover. Comparing evolving theories and receiving glimpses of ongoing debates was very enriching to me."

"Dr Mangiaracina has a very effective way of explaining complex topics and making them accessible to laymen. The course was well structured to allow a high level understanding of neuropsychology and cognitive psychology."

"I like the way Dr. Giulia Mangiaracina presents the course very much. And I also appreciate the clear explanations and perfect preparation of materials which make it easier for me to understand this new stuff better. I´ve already attended one course of Dr. Mangiaracina before and I chose this one partly because of the fact, Dr. Mangiaracina is the tutor. I find her really very good."

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 key theories and concepts in psychology of social cognition and emotions
• To learn the key methods to study emotional and social cognition: how to measure our ability to recognise facial expressions and the feelings of others
• To study the foundations of the theories of embodied cognition: we are what we feel

Target audience

• Anyone with an interest in psychology. This course will touch on the fundamental principles of cognitive psychology with a specific focus on emotional social and embodied cognition

Course content overview

Psychology is the study of the human mind. cognitive psychologists primarily focus on how our mind works when interacting with other minds and bodies as well as interacting with itself, such as with our own memories and sensations. This course is an introduction to a fascinating discipline. It is intended for anyone with an interest in psychology. We will explore the key theories and findings on emotions and social embodied cognition, the key methods to measure our ability to understand the feelings of others. We will focus on the main theories of embodiment and hypotheses and on how researchers investigate and address them. In doing so, we will learn about the main methods and materials used to explore emotional embodiment and to measure our ability to recognise other people’s facial expressions. This will include the main experimental designs, behavioural and neuroimaging methods adopted. This course will show that psychology is not just about the mind; it will introduce participants to the idea that our mind is rooted in our body and that perhaps it is time to move on from this dichotomy.    

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

Teaching week 1 - What is Cognitive Psychology: an overview

This week will provide an overview of key findings, theories and research methods of cognitive psychology.

Cognitive psychology is the scientific study of the mind as an input and output processor. Cognitive psychologists base their research on models of how people's minds process information and how different areas of the brain interact with each other to do it. These models relate to various cognitive functions including perception, attention, language, memory, thinking, and consciousness.

 This week will explore:

a.         History and key findings of cognitive psychology.  

b.         What is the purpose of cognitive psychology?

c.         What is the literature framework of the major models.

Learning outcomes

By studying this week participants should:

• Learn about the key findings and assumptions of cognitive psychology;
• Familiarize themselves with some of the central debates in cognitive psychology concerning the role of nature vs nurture in shaping the human mind;
• Understand the relationship between the mind and the brain and the role of automatic vs controlled processes in shaping human behaviour.

Teaching week 2 - How we feel emotions: introduction to the psychology of facial expressions and to theories of embodied emotional processing

This week will provide an introduction to the main concepts and theories of social cognition. In particular, this week explores the extent to which mirror neurons shape our ability to understand others and our ability to understand that others might have mental states that differ from our own (theory of mind reasoning).  

Learning outcomes

By studying this week participants should:

• Learn key concepts and theories in studying emotional and social cognition;
• Become familiar with core debates on the role of facial expressions and on the embodiment of emotional recognition.
• Understand how the production and perception of emotional facial expressions is explored from different angles by different theories.

Teaching week 3 - How do we study emotions? Emotional processing and social cognition research methods

This week explores the key research methods of embodied emotional processing and social cognition. It will outline the most important techniques in the broader cognitive psychology and evaluate the contribution they can make to emotional processing research and embodiment theories. It will also introduce the role of neuropsychological research in understanding how brain lesions can help us understand how the brain normally functions. Key methods of neuroimaging techniques covered will be specifically focused on electroencephalogram (EEG) and electromyography (EMG).

Learning outcomes

By studying this week participants should:

• Understand of the main methods in Cognitive Psychology.
• Learn neuroimaging techniques and neuropsychological findings and how they contribute to our knowledge on emotional processing and embodied cognition.
• Develop a critical approach to methods and how each of them helps answer to specific research questions.

Teaching week 4 - How do we recognise the emotional facial expressions of others? Feeling me to feel you - from theory-theories to the simulation theory

This week will provide an introduction to the main theories of emotional facial expression recognition. It will include an overview of the Theory theory models as well as of the simulation theory models. It will also illustrate the key findings on facial mimicry often associated with better facial expression recognition.

Learning outcomes

By studying this week participants should:

• Learn the main theories of emotional facial expression recognition and to critically evaluate the extent to which empirical studies support different theoretical claims.
• Understand how the simulation models account for the facilitating role of sensorimotor simulations during emotion mind-reading process.
• Develop a critical approach towards the literature on production and recognition of emotional facial expressions and the mechanisms involving both sensorimotor simulation and theory-theory processing.

Teaching week 5 - Is it always easy to understand others' emotions? The influence of context and expression ambiguity on mimicry during emotional recognition

Any emotional expression is a communication channel that has the intrinsic intention of conveying a message. The expression finds its meaning in the interaction with another person and its sense in the social context.

This week provides an overview of the factors that influence the emotional understanding in a natural social situation. This week will outline some of the main factors that are thought to affect the way we have insights about other’s feeling and intentions. This includes our attitude towards the other (for instance our motivation to understand their emotions), prior knowledge that we have about them and the ambiguity of the facial expression itself.  

Learning outcomes

By studying this week participants should:

• Learn that the embodied understanding of other’s emotions is an interpretation of emotional signals.
• Understand that the embodied understanding of other’s emotions is influenced by contingent factors of the reader and the expresser.
• Develop a critical approach to the literature and research questions of the field.

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

"I think the content was easy to follow, considering it is open to everyone. Then, the articles and additional readings and videos were complementary of the course transcript. I think it is a good mix."

"It was better than my expectations! The combination of a summary provided by the professor with related articles and videos was very engaging."

"The mixture of learning delivery was great - readings, lectures, quizzes, discussions. There was a lot of information so great value for money."

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 the Roman Empire to those new to the topic
• to show how different Mediterranean civilizations merged into a single culture
• to demonstrate the deep roots of the Roman empire in modern Europe
• to teach collaborative working techniques in an online environment 

Outcomes:

• understand the Roman empire as a political and social construct of huge consequence
• understand methods of historical enquiry and debate

Schedule:

Orientation Week: 8-14 April 2024

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 their studies and also to respond to News item sent out on behalf of tutor

Teaching Weeks: 15 April-19 May 2024

Week 1 The Republican Empire

Purpose:

• To show how Rome gained an empire before it had emperors.
• To show the huge degree of diversity among the peoples subject to Rome, and how provincial governance was subverted by infighting among Rome's political elite.

By studying this week the students should have:

• A good idea of the chronology in which the foundation of the Roman empire was laid
• Understanding of the political and strategic problems facing the late Republic
• A basic idea of first-century Mediterranean cultures and peoples
• Engaged with original texts and sources

Week 2 The Early Empire

Purpose:

• To examine what the change from Republican government to imperial autocracy meant to the people of the empire
• To show how an integrated Mediterranean economic system came into being.

By studying this week the students should have:

• An understanding of how and why Augustus created the Principate
• A grasp of the basic chronology of events and outstanding personalities
• A knowledge of the main texts and personalities in the golden age of Latin literature
• Engaged with original contemporary texts

Week 3 The Golden Age

Purpose: To examine the key period in which the subjects of Rome started to consider themselves Roman. An overview of the empire by region, and a discussion of unresolved flaws in the imperial system.

By studying this week the students should have:

• An understanding of ancient economies and demographics
• An understanding of the development of Mediterranean and North-west European culture
• An understanding of how to present and deconstruct historical theories
• Engaged with original contemporary texts

Week 4 A Century of Crises

Purpose: To examine the 'Third Century Crisis' and determine it was in fact a series of separate but related crises. Also to explain why perceptions may have been worse than reality.

By studying this week the students should have:

• An understanding of the limitations of the imperial system
• A knowledge of the chronology of events
• An understanding of the fundamental changes which happened at this time
• Understood how to parse texts for incidental meaning

Week 5 Rome in Late Antiquity

Purpose: To show that the Late Roman Empire was very different from the Principate. To discuss the issues of 'decline and fall' and to show how the end of the western empire set the stage for medieval Europe, Byzantium and the Caliphate.

By studying this week the students should have:

• Understood religious and geopolitical issues in the 5th century
• Understood the transition from Late Antiquity to the Middle Ages
• Engaged with aspects of contemporary historical debate
• Engaged with original contemporary texts

Feedback Week: 20-26 May 2024

• 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

"As an educator myself I felt that the tutor was able to cater to students of a range of interests, abilities and learning styles very effectively, doing so with charm, good humour and a welcome concern for accuracy."

"Once again(the 5th time) Mr Maty is fascinating in how he teaches one of his courses. Thank you very much."

"The fact the tutor gave personal feedback is much appreciated. I was sent extra resources specific to interests I expressed or comments I made. The quality of the seminars is high due to the level of knowledge of fellow students."

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.

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

Aims of the course:

• Improve understanding of what the neuroscience and psychology of learning and memory can (and can’t) tell us.
• Raise awareness of how the brain changes throughout life and how this affects our behaviour.
• Help develop strategies that can be used at home to improve learning & memory.

Learning outcomes:

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

• Know what happens in the brain when we learn.
• Recall what psychological studies have taught us about learning & memory, and their limits.
• Understand how the brain changes as we grow and age.
• Use this understanding to improve the efficiency of their learning & memory.

Target audience:

• Anyone with an interest in the brain, learning and memory. Teachers, parents, those with elderly relatives. 

Course content overview:

Research in Psychology and Neuroscience progresses rapidly; we discover more about how we learn and how our memories work. This online course will provide a guided tour through the brain, looking at the changes that occur on a cellular level when we learn new information or store a memory. We will examine the way the brain changes from child to teenager to adult, and how these affect the way we learn and remember information. By understanding more about the way memories are stored and recalled, we can explore different ways to help improve this process, at any stage of our lives. 
The study of how learning happens in the brain is a popular emerging field, but it is filled with misinformation. The course will tackle common misconceptions and look at ways in which we can use our understanding of the brain, as well as the tricks psychological research has uncovered, to help everyone learn more quickly and efficiently. We will finish with a practical session covering memory tricks and exercises anyone can use to learn and remember information more effectively.

Schedule (this course is completed entirely online):

Orientation Week: 20-26 May 2024

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 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: 27 May-30 June 2024

Week 1 Learning in the brain

Purpose: To introduce students to the neuroscience of learning and memory, and our limitations in its understanding. We will cover the reconstructive nature of memories, false memories, and their implications. By studying this week the students should have:

• Understood what neurons and synapses are, and their role in memory formation.
• Know the main brain regions implicated in memory and learning.
• Learnt that memory is fallible and changeable, and thought about what this means for e.g. eyewitness testimony.

Week 2 Types of memory

Purpose: To discuss the distinctions that can be made between different types of memory, and their usefulness. By studying this week the students should have:

• Understood the difference between short term and long term memories.
• Explored different types of long term memory, including explicit and implicit, and the brain regions involved.
• Looked at how recall and recognition memory differ. 

Week 3 Brain changes through the ages

Purpose: To cover the way the brain changes as we progress from babies to children, teens, and adults and as we age. We will explore how these changes impact our ability to learn at each stage in our life. By studying this week the students should have:

• Understood how the infant’s brain is primed for learning, and how different abilities mature at different times. Examined the evidence for critical periods in human learning. 
• Looked at the teenage brain, and its implications for teen behaviour.
• Gained knowledge about healthy aging, and the brain and behaviour changes associated with it.

Week 4 Memory problems

Purpose: To cover a variety of conditions that can affect memory, including traumatic brain injury, stroke and dementia. We will look at the portrayal of amnesia in the media and its accuracy and discuss what happens in the brain to cause these symptoms. By studying this week the students should have:

• Understood that damage to different areas of the brain can cause different types of memory problem.
• Looked at psychological causes of amnesia and the controversies surrounding them.
• Covered childhood amnesia, and our limits in explaining it. 
• Become aware of the limits in our understanding of dementia, and the direction future research is likely to take. 

Week 5 Brain Boosts

Purpose: To provide practical, science-based tips and tricks that students can use in their daily lives to help improve their memory and learning. By studying this week the students should have:

• Understood that psychology, not neuroscience, currently provides us with the most practical guidance.
• Tried a variety of memory boosts to determine which work best for them, and thought about how they could apply them in their lives.
• Analysed how the information they have learnt in the course can help make them better learners. 

Feedback Week: 1-7 July 2024

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:

"I’ve really enjoyed the course. Ginny, you have made quite complex topics really clear and easy to understand. The quality of your weekly presentations have been excellent and I’ve benefited from being able to work at my own pace. Additionally, the reading lists have been helpful in expanding my understanding of topics."

"Thank you for this great course Ginny. I enjoyed it all... It was good to be able to try live experiments on ourselves too!"

"Ginny responded so well to our forum answers and questions and even supplied further material on it. Ginny made the course really interesting and understandable."

"The course was well structured, thorough and well-presented and the tutor engaged in conversations, sharing her opinions and insights."

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.

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