Current account switching to Monzo could hurt your credit rating

Just needed to share this in-case anyone else falls foul to their credit rating being hit with a Monzo current account switch.

I didn’t know this before switching, but found after switching to Monzo my credit account took a real hit unfortunately. Obviously this may not be the same for you, however I wanted to share to help others avoid it.

The reasons I wanted to switch were to leave a bank who I don’t see as very pleasant or ethical, and I wanted to support Monzo more as I get better service with them.

Losing the oldest

However, by switching from oldest current account and not having other accounts my credit rating dropped. That’s because the average of my bank “accounts ages” was drastically reduced.

Monzo no-show

The other thing I didn’t realise was that Monzo doesn’t show up on my credit report, so it doesn’t look like I’m “earning months” to improve my average age of my bank accounts either.

This has a knock on effect my credit report can’t see my savings, so it doesn’t make my score increase in any way.

What to do?

Just, maybe don’t switch yet.

Still, if you’re thinking of switching, consider switching from one of your newest accounts.

Also, consider that Monzo may not show up on your report and so won’t be earning you credit points.


It’s all a load of poop anyway this credit report rubbish, but it’s a game we have to play, so I hope that helps.

Sharing is learning, but do your learners know that?

Online learners don’t always know how to learn, especially… online? We may have been taught at schools with didactic lectures and group projects, however, when online, it seems the average learner is a few beats behind.

I say this because that understanding was evidenced this year in a marked difference between our learners pre-Summer holidays and post.

Before the break the class had a module which was totally designed around blogging, sharing and group / class work to construct their own learning. There was no core text, just articles, videos and some journal chapters. They were set topics to un-earth, share, solve and critique.

Since that module I’ve seen a marked increase in sharing in their new module after the Summer break.

In one particular programme, the quantity of general forum posts have increased (ie, students sharing interesting campaigns and thoughts) – the number of crowd-sourced answers to University policy has increased too (ie, rules on word counts and cover sheets).

black and white blackboard business chalkboard
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So should students be taught how to learn online before… learning online? Is online learning, and socio-constructivism, a foreign concept still? Futurelearn have already made encountered the need, and made a decision for their MOOC offering, which comes in the form of a guide for learners on how to learn in a MOOC format. See their crowd-sourced article. Here at Keypath we run an induction module with some solid hours of work to help you understand what it’s like learning online and how to succeed.

Recently I’ve been thinking further on a post-graduate level upgrade to the induction. Dedicating 1 unit to the new student cohort having to discover, un-cover and solve a problem together. Like, “what is the world’s largest firm?” – seemingly easy at first, however defining “large” becomes the topic of debate, are we talking profits, staff, sales? The question would allow the students to share and solve together. And in the process, learn how to learn online.

We could also create another lighter option, where we ask them to source articles related to a modern theory, maybe something about, “the effect of social media on marketing”. Whilst they are sharing, we take the activity 1 step further up Blooms and ask then to critique one other students theory or article, does it hold up? Why? What evidence do you have?

man and woman looking at laptop computers
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There’s also a lot to be said for just being direct about how a student can succeed in their day to day activities to help support learning. In every activity you should include, learning instruction to succeed, ie, “Write a post on XYZ, respond to two other classmates”, “Respond to your fellow classmates and generate a discussion”, “apply the model as many times as you need to understand it’s strengths and weaknesses, share with your class mates lots in discussion to understand it further” or “work together and discuss with your fellow students to critque and fully understand the model”.

Q&A Forums and learning online

Online learning often hinges around good student conversation to build rapport, but importantly, easy flowing conversation for students to be able to construct learning together. The sharing of thoughts, references and ideas for the group to talk and critique on allows students to all form a higher understanding of their content.

With online however, there’s always a concern to make sure learners are doing their own thinking before jumping on the bandwagon. The gut feeling is it’s easy to jump into a forum and borrow someone else’s work or just take it, thus plagiarising other students’ work or not engaging properly. So, Moodle has Q&A forums. It’s a forum, but… you can’t see any other student’s work until you’ve posted something and waited 30 minutes. After that’s expired, you can read and engage with your other students.

Seems great right, however, for busy online learners it’s actually worse. For students doing a part-time masters, the Q&A forum causes more problems than it solves.

Why though?

Cognitive Load; we’ve found, being able to read other students replies and thoughts before adding your own works better with students who are time poor. Often the act of waiting for 30 minutes before reading any other replies means you’ve already had to move onto a later topic already. So going backwards again to a previous subject causes more cognitive load, anxiety and stress on an already time poor learner.


Higher order thinking; as I mentioned before, online learning works best with conversation to build learning. The concept of refusing students to immediately see each other’s submissions to advance their own doesn’t work. For time poor global post-graduates, reading the topic or activity and the present critique means your next post advances the group’s thinking rather than pulling it back to the earlier thinking. It’s like turning up to a discussion 2 days after it started and announcing your, now potentially primitive thoughts before joining in. It means you then have to write an initial post, then re-write something else to play a part in advancing your group’s thinking.


Rapport building; all of our students are 100% online, live all over the world and have very different work and learning patterns. Being able to plug straight into the latest conversation and potentially catch someone else who’s online at the same time is of such high value to students. It’s a chance to build rapport by joining in with your fellow students on the off-chance, it’s a chance to not have your learning experience feel too lonely.


Use Forums, standard or blog-format. Anything that encourages students to converse freely and, as a trusting group, advance all of their learning.

*** In the future ***

I’d love to write a blog post on these great questions set by Christine Lewinski, however, time ran out! But they’re such good points, it’s worth including them

What do academics designing modules need to keep in mind as they develop the engagement for the week when there are latency periods. (Note: that latency in response time is one of the hallmarks of online learning and is generally viewed positively)

What do learners taking modules need to keep in mind as they plan their engagement such as how to subscribe to forums in order to be alerted when there is new activity. (It may be that the instructions focus on the negative “you have to wait” aspect? Can this be addressed more simply?)

What do module leaders need to know in order to manage the communication for the group once it goes live. As in some elements are instant in their feedback while others have built in delays to allow for reflection, etc.

Disconnect between learning theory and online practice

Since starting at Keypath UK as a Senior Instructional Designer I have been boning up on many a learning & teaching theory to support the quality of mine / and my team’s output.

However something that always strikes me is the massive disconnect between the touted theory and practice online.

The Community of Inquiry model, Socio-constructivism and Kagan cooperative learning tools can make any learning theorist a hot mess for ages whilst they chatter through the respective merits, however, when it comes to practice, and for online learners, I’ve often found very little solid writing to warm my grey cells.

This work I’m presently carrying out as the partnership manager for delivering online masters however has given me, and the team I lead, ample opportunity to put into practice various parts of each theory.

Obviously I can’t share commercially sensitive work, however it’s work along the lines of  special conversational blocks, signposting for communication and some “set-pieces” for engagement early on.

… and that’s all I can share for now!