You could frame your "few basic questions" as Module Learning Objectives that speak to the overarching course-level learning objectives in your syllabus (e.g., one could be as simple as "Utilize and extend the programming language, Python"). This helps to connect what you want learners to do with the overall goals of the course and helps to align the learning materials more broadly, which tends to be pretty critical in self-directed asynchronous learning settings. I'd be happy to meet to discuss further and help you draft these in addition to a redraft of your course learning objectives.
You could write a bit about how you use Python in your own research to foster a bit of student buy-in from the outset of the text. Or roll this section into the next section as it is otherwise pretty light on content.
You could frame your "few basic questions" as Module Learning Objectives that speak to the overarching course-level learning objectives in your syllabus (e.g., one could be as simple as "Utilize and extend the programming language, Python"). This helps to connect what you want learners to do with the overall goals of the course and helps to align the learning materials more broadly, which tends to be pretty critical in self-directed asynchronous learning settings. I'd be happy to meet to discuss further and help you draft these in addition to a redraft of your course learning objectives.
You could write a bit about how you use Python in your own research to foster a bit of student buy-in from the outset of the text. Or roll this section into the next section as it is otherwise pretty light on content.