Abstract
Introductory astronomy courses are popular as undergraduate electives and as free choice learning experiences, currently delivered as Massive Open Online Courses. Research has shown that utilizing writing assignment in science courses are important to make learner thinking visible and help improve science reasoning. We will present a suite of tools and strategies, iteratively revised through our research, that are being used to improve engagement and writing in several astronomy MOOCs. We also will present new online tools being developed to identify fake science online. These tools utilize machine learning and are trained by to distinguish reliable and fake ideas in online articles specially about controversial topics such as climate change and evolution. Additionally, another tool is being developed to give computer generated feedback on student writing to improve scientific reasoning and support iterative instructor feedback in introductory astronomy courses. All tools will be available broadly to instructors and online.
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