Policies — One More Episode
This page collects the course-wide expectations that would otherwise be repeated on every lecture and assessment page. It doesn’t set institutional policy — for anything about special consideration, extensions on medical or compassionate grounds, or formal academic-integrity procedures, follow your enrolling institution’s own policy and contact the teaching team early.
Attendance and participation#
Each week pairs a lecture page with a short interactive experiment built around that week’s psychological question. There’s no roll call built into this site, but “participating” in a week means actually working through both: reading the lecture, running the experiment yourself rather than just reading about it, and thinking about the reflection prompt at the end before moving on. The experiments are designed to be experienced first-hand — the argument each week makes depends on you having tried it, not just read a description of it.
Weekly learning expectations#
A normal week’s work is: read the lecture page for that week, work through its interactive experiment, and read the “What just happened?” and “Reflection” sections that follow — they explain what the experiment can and can’t tell you, and connect it back to that week’s question. Lectures build on each other (“Previously on…” and “Next episode” call back and forward between weeks) so it’s worth keeping roughly to the weekly schedule rather than saving them all up for one sitting.
Lecture and slide use#
Every week’s full content lives on its own lecture page, and most weeks also have an in-class slide deck linked from that page (“Open the slides”). The slides are a condensed companion for the session itself, not a replacement for the lecture page — the page carries the full argument, the worked examples and the experiment; the deck is what gets projected. Course materials are shared under this site’s licence (CC-BY-NC-SA-4.0), so you’re free to revisit, reuse and adapt them non-commercially with attribution.
Interactive experiment participation#
The experiments are designed to run locally in your browser and are intended as interactive demonstrations rather than data-collection studies. Treat each one the way its own “What this demonstration can’t tell you” note (at the end of every experiment) asks you to: as a small, illustrative demonstration of a mechanism, run once by one visitor — not a diagnostic test of you, and not a controlled study. What matters is noticing the mechanism, not the score or outcome you get.
Assessment and submission expectations#
Each assessment’s brief, due date and weighting is published on the Assessment page rather than repeated here, so there’s a single place they can be kept correct. The general expectation is the same for every piece of work: submit what the brief asks for, by the date it states, in the format it names, and check that page rather than a lecture or this one for the current figures — this page won’t be updated in step with assessment changes.
Academic integrity and responsible use of AI#
Work you submit should represent your own understanding and your own writing. Where an assessment brief allows the use of AI tools, follow that brief’s own instructions on how to use and disclose them — the expectations can reasonably differ between a reflective piece and a technical build, so the brief on the Assessment page is the authority, not a blanket rule here. If a brief doesn’t say, ask the teaching team before you submit rather than after.
Accessibility and support#
If anything on this site — a lecture page, a slide deck, or an interactive experiment — is hard to use, that’s worth raising rather than working around. The People page lists how to reach each member of the teaching team and when to use which channel: email for course-level questions that can’t wait, or the weekly session for anything that can. If you’re not sure who to ask, start with the convenor.
Course communication expectations#
The weekly session is the fastest way to get an answer to most questions. For anything that can’t wait until then, email the relevant person listed on the People page directly, rather than a general course inbox — this course doesn’t have one. Keep questions about a specific week’s content attached to that week where you can; it makes them easier to answer and easier for a later student to find.