1_32_mooc3

Which of the following are learning objectives for this MOOC?Check all that apply.

• Communicate clearly across a variety of different contexts and to a wide range of audiences by adapting communicative styles appropriately according to cultural and societal expectations.

• Understand the importance and function of critical thinking in academic culture.

• Critically evaluate the reliability of sources for an academic context.

• Identify types of argument, and bias within arguments, in order to better evaluate the strength of arguments.

• Recognize the importance & function of problem solving & creative thought within academic study.

Which of the following are some of the core values and expectations of academic culture mentioned by academics in 1.2a? Check all that apply.

• Ethical contribution

• Intellectual inquiry and communication

• Freedom

• Critical thinking

• Academic integrity

What metaphor do Molinari and Kavanagh (2013) use to describe critical thinking? Check one option.

• A. A slippery eel

• B. A proud lion

• C. A lazy sloth

• D. A friendly dog

At university, what is an argument? Check one option.

• A. An angry disagreement between two people

• B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence

• C. A more polite term for a fight

• D. Another word for a conclusion

In lesson 1.3a, Jonathon mentions that he learnt two valuable skills when he struggled to pass a first year university course. What were they? Check two options

• Resilience

• How to ask for help

• Flexibility

• Curiosity

In lesson 1.3a, why does Ben say he felt comfortable at university? Check one option.

• A. Because he met lots of new people

• B. Because he was pushed to think in new ways

• C. Because it gave him the confidence to have an opinion

In lesson 1.3b, Jenni contrasts her essay writing and argumentation at the beginning of her university course with the argumentation at the end. What differences did she notice? Check two options.

• 1. At the end of her course, she wrote more about how she felt.

• 2. At the end of her course, she wrote longer arguments.

• 3. At the end of her time at university, she was able to use references more to support her propositions.

• 4. At the end of her course, she made broader, more cohesive arguments.

What is Mohammed required to do? Check one option.

• a. Mohammed isn't required to do anything.

• b. He must tell the professor because the student is falsifying his/her results.

• c. He must go to the dean of the faculty and accuse the other student of academic misconduct.

What should Mohammed do? Check one option.

• a. Bring this to his professor's attention as soon as possible.

• b. Go to the head of the school and tell her that his professor has been falsifying his results.

• c. Do nothing. Mohammed obviously isn't doing the calculations properly as his professor is much more intelligent and knows much more about the subject than he does.

What should Mohammed do now? Check one option.

• a. Go to the head of the school and tell her that his professor is has been falsifying his results.

• b. Do nothing. Maybe that is just how science is done in epidemiology.

• c. Go to the head of the school and ask for their opinion on the situation.

• d. Tell his friend who works at the university's newspaper all about it, so they can write up an expose on his professor.