PHASE 3 - Deployment of educational resources in the digital space

If a teacher does not have a space on Moodle, he can send a request to the Référants Numériques de son institution ou au CINIA à l’adresse Moodle USJ

A model of an EU Espace modèle – USJ en ligne has been designed as an example of a scripted space suitable for online teaching. To access it, simply enter your USJ identifiers and the registration key is USJ2020

When sending the request to the TICE Relay of the institution or to the UNTE, it must be specified whether it is a question of creating a new Moodle space or replacing an already existing space for this Model course.

By default, a space on Moodle is made up of 4 thematic sections. Structure the Moodle space into sections that correspond to the planned planning (established calendar or by week). Various formats are also possible, the most used being the following: thematic, weekly or reduced sections (like the one adopted in the Model course).

To configure the Moodle space, click on the Settings option in the Administration column. In Course format, choose the appropriate format and the number of sections.

Resources can be in various formats:

• If it is a document saved in the computer files, simply drag them to the course space in the relevant section and drop them there (simple "drag and drop").
• If it is a video, it is recommended to upload it to Streams or OneDrive and then share the link in Moodle so as not to overload the course page.
• If they are accompanying resources: introduction to a section or link between different parts of the course, favor labels for short messages or pages for long texts.

• Example of module presentation: “In this module on ….., we will see how ….. We will focus on …”.
• Other examples: refer to Phase 2 - Step 4 - Writing the accompanying resources.

• To edit the Moodle page, don't forget to click on the "Edit page" button (at the top of the page on the right).
• If the files are heavy (like video clips), avoid uploading them directly to the Moodle space, it is better to upload them to OneDrive or Streams (if it is a video) and share them with the link on Moodle.
• When copying and pasting text from a Word document, in order for the layout to be saved, you must, in the editing area, expand the toolbar to access the complete menu. Then, you must use the Word text insertion tool by clicking on the "Copy a text created in Word" icon and paste the text in the pop-up window. If the text contains images, avoid copying and pasting the image, and use the "Insert image" button instead.
• Whenever possible, favor short videos: it is preferable to split the video into shorter sequences in order to hold the attention of the students. This will also offer the possibility of inserting activities, such as quizzes, between the different videos.
• The introduction pages to the modules as well as the instructions/content pages for each of the module's activities help students organize their time and their learning. It is advisable, as much as possible, to explain these contents by indicating, for example, the expected learning outcomes of the module, the estimated time to complete each activity, the summative and formative assessments, the tasks to be carried out, etc.

The teaching-learning activities represent the actions that the student must carry out.

Here are some examples of activities that can be planned. The list is indicative and not exhaustive. The tools offered are the institutional tools of USJ.

• Prioritize institutional tools
• Each time a Moodle activity, which requires configuration, is created, take the role of the student (by clicking at the top of the course page to the right of the avatar on the triangle and choose "Take the role of to make sure everything displays correctly on the student side.
• To avoid receiving several requests for clarification, it is important to provide detailed instructions (see example in the previous section). If possible, indicate the estimated duration of the planned activities.

Handling, experiments, etc. require practice and repetition. It is impossible to replace the labs in their entirety with online activities, but it is possible to guide students in the preparation of these activities. Question and understand the protocol, the security measures, the logical sequences, the choice of equipment, the different ways of proceeding, the analysis of experimental results, etc. can be remote activities to explore.

• Ask the students to do the practical work sheet and/or the protocol based on a given situation (Homework Activity).
• Get students to think about the course of a practical work using videos showing the practical work and then organize an online debate (Forum activity) or a summary or alternative proposal, if any (Homework activity).
• Train students in the analysis of experimental results, by offering them, for example, several versions of results to interpret. (Homework Activity or Virtual Meeting)

• Moodle Rendering Assignment..
• Moodle forum for discussions..
• Teams or Zoom for virtual meetings.

It is possible to form groups of students within an online course. The teacher can thus assign an activity or a resource to a group of participants, without the others being able to see it.

• “Group Choice” activity in Moodle. This requires creating (empty) groups beforehand (for asynchronous work).
• Creation of private "Channels" in Teams (for work in asynchronous and synchronous modes).
• Group work in synchronous mode with Teams
• Creation of “Breakout rooms” in Zoom (for group work in synchronous mode).

• The group choice can be used either to form the teams or for the students to choose their own group.
• On Moodle, there are two types of groups : separate and visible. Please note: this does not mean that the activity will only be accessible to members of such and such a group, but rather that the activity is accessible to all course members regardless of their group. However, the members of group A will not be able to consult the contributions of the members of group B. If the teacher wishes to reserve a particular activity for a particular group, it is necessary to go through the groups.

Although there are a multitude of methods and tools for remote assessment, it is recommended to use those mentioned in this guide for the sake of consistency and to facilitate the task for students.

The sheets offer institutional technological tools, provided by the USJ, which relate to various evaluation methods. It should be noted that the methods of evaluation which appear there are proposed as an indication because they have already been tested at the USJ. However, they will be revisited according to the provisions of the law on distance education.

• Written exam
• Take Home Exam
• Oral test

• Inform students of the details of the evaluation system: duration of the evaluation, delivery methods, possibilities of collaboration, etc.
• Communicate the evaluation criteria to them.
• If necessary, train them in the tool that will be used through a mock exam, for example
• Also think about feedback methods.
• Limit fraud: It is not possible to guarantee the absence of fraud in the online evaluation but it is possible to reduce the risk through the following proposals.