{"id":12854,"date":"2022-02-14T10:05:00","date_gmt":"2022-02-14T10:05:00","guid":{"rendered":"https:\/\/blogs.qub.ac.uk\/digitallearning-2023\/?p=12854"},"modified":"2025-01-07T14:53:11","modified_gmt":"2025-01-07T14:53:11","slug":"module-hacking-with-udl","status":"publish","type":"post","link":"https:\/\/blogs.qub.ac.uk\/digitallearning\/blog\/module-hacking-with-udl\/","title":{"rendered":"Module Hacking with Universal Design for Learning (UDL)"},"content":{"rendered":"\t\t
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Context<\/h2>\t\t<\/div>\n\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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As a programming language, Python has seen a surge in popularity in part driven by the rise of data science. In response to feedback from students and employers, a new \u2018Python for Finance\u2019 elective module was introduced onto BSc Finance in the first semester of 2020\/21. While most students taking the class with be programming novices, the design of the module reflects some important and interlinked realities for professional developers.<\/p>

The first reality is that the developer universe is vast (not to mention constantly changing and expanding), and one cannot reasonably expect to be thoroughly acquainted with every corner of it. One should, however, be sufficiently equipped and confident to explore this universe independently. For good developers, this means being comfortable with a \u2018just in time\u2019 approach to learning, by reviewing documentation and tutorials to acquire new knowledge as and when required.<\/p>

The second reality for developers is that most generic problems have already been encountered and addressed by the developer community. Independently solving a problem for which a solution already exists may be virtuous, but it is far from efficient. For good developers, this means making use of established packages and being efficient in searching for and evaluating potential solutions.<\/p>

The third reality is that developers make continuous use of the online documentation, learning resources, and developer forums available to them. Authentic practice must recognise and reflect these realities.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Design Features<\/h2>\t\t<\/div>\n\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In designing the module, attempts were made to apply\u00a0UDL<\/a><\/strong>\u00a0principles to allow students to engage with the module and related content in different ways.<\/p>

Lecture notes are created using\u00a0Jupyter Notebooks<\/a><\/strong>. While presented as\u00a0reveal.js<\/a><\/strong>\u00a0slides, students have access to the original notebooks allowing them to annotate, edit, and run the code used to demonstrate core principles. Asynchronous MS Stream video demonstrations (recorded and annotated using\u00a0Camtasia<\/strong><\/a>) allow students to watch code being developed at any convenient time and at their own pace. These videos introduce the lab classes which again use Jupyter Notebooks to review worked examples, before attempting exercises that require use of online resources to acquire new knowledge and skills. Students can also choose to avail of module companion notes, textbooks, ebooks, package documentation, and a host of online (video) tutorials and exercises.<\/p>

Canvas is used to promote student appreciation of the value of the developer community. A \u2018Student Overflow\u2019 discussion forum (named after\u00a0Stack Overflow<\/strong><\/a>,\u00a0the<\/em>\u00a0developer go-to resource) encourages students to post questions and answers, share useful resources, and set\/solve coding challenges.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Assessment<\/h2>\t\t<\/div>\n\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Fundamental python coding ability is assessed using two open-book practical exams. This means that students have access to the internet and are encouraged to utilise module resources, online documentation, and trouble-shooting developer forums. Indeed, stretch questions require students to use documentation to solve problems using previously unseen functions and packages.<\/p>

Student motivations for enrolling on the module often reference filling a gap in their skill set or observing\/using coding while on placement. To foster continued motivation, the design of the final individual project incorporates a number of features.<\/p>

The first is to incorporate two project pathways that make an association between the project and the student\u2019s career ambitions and anticipated future use cases. Route A is described as being for those who see themselves as \u2018data scientists\u2019, using python as a tool to analyse data. Route B is described as being for those who see themselves as \u2018developers\u2019, using python as a tool to implement generalised solutions to specific problems.<\/p>

The second is to provide wide scope to self-select the data or problem that will form the basis of their project. This allows students flexibility to pursue something of personal interest to them and harness their intrinsic motivation.<\/p>

The third, is in the packaging of the assessment as a \u2018developer showcase\u2019. Students are asked to use the project to demonstrate what they can do with their python skills, rather than being required to complete a fixed set of tasks. Students are therefore free to focus their efforts on aspects of python that they find more interesting or those that they wish to develop further. Crucially, students are made aware that to perform well, they must demonstrate some degree of independent learning.<\/p>

Various other elements of the project are designed to ensure reflection on the part of the student of their learning journey, use of resources, and management of time.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Conclusion<\/h2>\t\t<\/div>\n\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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While coding will never be \u201ceveryone\u2019s cup of tea\u201d, feedback on the module has been hugely encouraging. Indeed, it has been wonderful to see students rise to the challenge of extending their own coding repertoire, their personal reflections, and their sense of achievement. As module coordinator, my own sense of achievement is perhaps best encapsulated in the feedback from one student: \u201cI feel I have been taught to fish.\u201d<\/p>

Alan Hanna
Queen\u2019s Management School
a.hanna@qub.ac.uk<\/p>

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Context As a programming language, Python has seen a surge in popularity in part driven by the rise of data science. 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