FPTU - SSL101 - MOOC 3 Training Exam Fully Solved.
Which of the following are learning objectives for this MOOC?
Check all that apply.
1. Understand the importance and function of critical thinking in academic culture.
2. 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.
3. Critically evaluate the reliability of sources for an academic context.
4. Identify types of argument, and bias within arguments, in order to better evaluate the strength of arguments.
5. Apply problem-solving strategies to issues related to university life & study.
6. Recognize the importance & function of problem solving & creative thought within academic study. - Answer 1. Understand the importance and function of critical thinking in academic culture.
4. Identify types of argument, and bias within arguments, in order to better evaluate the strength of arguments.
Which of the following are NON-assessed activities on this MOOC?
Check all that apply.
1. Final summative assessment
2. In video questions & polls
3. Discussion board posts
4. Short quizzes after each lesson
5. Quizzes after each module. - Answer 2. In video questions & polls
4. Short quizzes after each lesson
What percentage of your total marks is the final summative assessment worth?
Check one option only. A. 5%
B. 15%
C. 50%
D. 35% - Answer D. 35%
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.
1. Academic integrity
2. Freedom
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution
6. The contingency of knowledge - Answer 1. Academic integrity
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution
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 - Answer A. A slippery eel
[Critical thinking is very easy to identify, but, like a slippery eel, when you try and "catch" it, or explain exactly what it is, it slips away from you] 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 - Answer B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence
[An argument at university is when you give a set of reasons to show that your conclusion is correct or valid]
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
1. Resilience
2. How to ask for help
3.Flexibility
4. Curiosity - Answer 1. Resilience
[He talks about how he wanted to quit, but persisted]
2. How to ask for help
[If you're struggling at university, don't be afraid to ask for help. Staff are happy to help you, but they need to know you're having trouble first]
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 - Answer B. Because he was pushed to think in new ways
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. - Answer 3. At the end of her
time at university, she was able to use references more to support her propositions.
[Jenni mentions how she learnt to support her positions and arguments with credible evidence]
4. At the end of her course, she made broader, more cohesive arguments.
[Jenni talks about how her argumentation improved throughout her time at university, including how she
made her arguments more cohesive]
Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. While trying to replicate one of his professor's experiments, Mohammed notices that another student has made a mistake while calculating the data for the experiment. In one of the equations, one of the signs is around the wrong way. This has made the results of the experiment seem really positive. However, when Mohammed does his calculations, he notices that his results aren't very good at all.
Mohammed does the calculations multiple times. He consults a few other students, and they all come up
with the same thing. It isn't an assignment, and students are allowed to collaborate and work together, so Mohammed tells the student about the mistake. However, the other student shrugs and refuses to change it because it is the same as the one used in the origin - Answer A. Mohammed isn't required to do anything.
[Because this isn't an assessment and the results will not be published, Mohammed isn't required to do anything. However, this is still an unethical act and Mohammed could go and discuss the matter with his
Which of the following are learning objectives for this MOOC?
Check all that apply.
1. Understand the importance and function of critical thinking in academic culture.
2. 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.
3. Critically evaluate the reliability of sources for an academic context.
4. Identify types of argument, and bias within arguments, in order to better evaluate the strength of arguments.
5. Apply problem-solving strategies to issues related to university life & study.
6. Recognize the importance & function of problem solving & creative thought within academic study. - Answer 1. Understand the importance and function of critical thinking in academic culture.
4. Identify types of argument, and bias within arguments, in order to better evaluate the strength of arguments.
Which of the following are NON-assessed activities on this MOOC?
Check all that apply.
1. Final summative assessment
2. In video questions & polls
3. Discussion board posts
4. Short quizzes after each lesson
5. Quizzes after each module. - Answer 2. In video questions & polls
4. Short quizzes after each lesson
What percentage of your total marks is the final summative assessment worth?
Check one option only. A. 5%
B. 15%
C. 50%
D. 35% - Answer D. 35%
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.
1. Academic integrity
2. Freedom
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution
6. The contingency of knowledge - Answer 1. Academic integrity
3. Critical thinking
4. Intellectual inquiry and communication
5. Ethical contribution
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 - Answer A. A slippery eel
[Critical thinking is very easy to identify, but, like a slippery eel, when you try and "catch" it, or explain exactly what it is, it slips away from you] 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 - Answer B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence
[An argument at university is when you give a set of reasons to show that your conclusion is correct or valid]
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
1. Resilience
2. How to ask for help
3.Flexibility
4. Curiosity - Answer 1. Resilience
[He talks about how he wanted to quit, but persisted]
2. How to ask for help
[If you're struggling at university, don't be afraid to ask for help. Staff are happy to help you, but they need to know you're having trouble first]
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 - Answer B. Because he was pushed to think in new ways
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. - Answer 3. At the end of her
time at university, she was able to use references more to support her propositions.
[Jenni mentions how she learnt to support her positions and arguments with credible evidence]
4. At the end of her course, she made broader, more cohesive arguments.
[Jenni talks about how her argumentation improved throughout her time at university, including how she
made her arguments more cohesive]
Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. While trying to replicate one of his professor's experiments, Mohammed notices that another student has made a mistake while calculating the data for the experiment. In one of the equations, one of the signs is around the wrong way. This has made the results of the experiment seem really positive. However, when Mohammed does his calculations, he notices that his results aren't very good at all.
Mohammed does the calculations multiple times. He consults a few other students, and they all come up
with the same thing. It isn't an assignment, and students are allowed to collaborate and work together, so Mohammed tells the student about the mistake. However, the other student shrugs and refuses to change it because it is the same as the one used in the origin - Answer A. Mohammed isn't required to do anything.
[Because this isn't an assessment and the results will not be published, Mohammed isn't required to do anything. However, this is still an unethical act and Mohammed could go and discuss the matter with his
