Edinburgh Napier University

  In this session, I will compare the design, organisation, and delivery of two, level-II, online analytics modules, which I led during pandemic. The first module introduced basic coding using VBA and Python; the second developed knowledge of Simulation techniques and their application, including use of software such as @risk, Simul8 and Vensim. I used the same design and organisational template for both modules, and delivered my teaching following the flipped approach, including virtual computer labs.
First, I will discuss the the design of weekly learning activities, and how my approach was influenced by the logic and appeal of the ‘flipping'. Next, I will talk about how I used ‘scaffolding’ to organise activities on the learning management system, i.e. blackboard, using graphical syllabi for signposting and the 'learning module' to sequence learning activities according to the syllabi. I will then share my online module launch checklist and describe the structure of a typical learning week, illustrating how the learning activities complemented each other.
A difference between the two modules was I how delivered the virtual computer labs using the flipped methodology: In the coding module, I recorded a pre-lab demo video illustrating a worked example of the type of problem students were later to solve in the self-paced lab problem sheet. Subsequently, we discussed further the lab problems in a tutorial. Whereas in the Simulation module students first attempted self-paced lab problem sheet; then I provided video recordings of model solutions. Once again, we subsequently discussed the lab problems in a follow up tutorial. I will compare engagement and formative assessment data from blackboard for the two approaches to explore if students engaged more with one approach than the other.
I will conclude my talk by outlining take-aways from my experiences in these two cases.