Abstract
With the proliferation of online learning, the future of classroom teaching has been called into question. However, the unfaltering popularity of brick-and-mortar courses indicates that direct access to expert knowledge and face-to-face engagements remain key considerations for students. Here we showcase a combination of these two worlds in a Small Private Online Course (SPOC). Compared to Massive Open Online Courses (MOOCs), SPOCs are developed for smaller and more dedicated target groups and depend on close engagement between teachers and students. This format enables educational providers to involve internal and external students and teachers alike and to make ample use of online resources. This paper is based upon our experiences of running a SPOC on ‘Modelling and Simulation in Archaeology’ at Leiden University. We review the process of developing and running the course aimed at teaching archaeology students computer programming skills, while supporting their development as professional archaeologists and responsible academics.