Checklist for adapting your educational unit to the requirements of online teaching

This checklist presents some guidelines for teaching online. It allows teachers to self-assess the adaptation of their courses to meet the requirements of online teaching and institutions, and to evaluate the courses offered in this format. Needs or avenues for development can thus be better identified. Personal research, peers’ exchanges, guides produced by the USJ or coaching solicited from the relevant authorities could answer this question.

In order to ensure quality online courses and facilitate student learning, teachers must consider two phases:

  • Design
  • Delivery

A specific color is assigned to each item of this checklist belonging to the following three levels:

  • Basic level : Elements that allow the animation of a virtual class in optimal conditions.
  • Intermediate level : Elements that allow the animation of a hybrid course in optimal conditions.
  • Optimal level : Elements that certify the digital maturity of the course and its adaptation to all the requirements of online education, and more particularly distance learning.

This checklist serves as a road map since the transition from one level to another is necessarily part of a progressive evolutionary process that teachers will follow at their own pace and according to the needs of each educational unit.


Enter your EU:



DESIGN

A model space - accessible using USJ credentials (email USJ) and designed on Moodle - can be reached on this link. There are examples that illustrate the optimal way of organizing a Moodle space suitable for online teaching.


A. Introduction

The items below help students orient themselves at the beginning of the course.

 The course unit plan including the expected learning outcomes is available on Moodle or accessible via a hyperlink on the University website. It is possible to mention the expected learning outcomes of this EU directly on the Moodle page.
A brief summary of the EU can be accessed via “Moodle Search”. It is recommended to specify the mode of access to the course as well as the e-mail address of the teacher or the administration to contact in the event of an access problem.
A presentation of the teacher (short bio, photo, etc.) helps to personalize the online working environment.
A short welcome video helps to establish a first contact with the students.

B. Layout and format

By this means students easily find the information and resources of the educational unit.

 The section titles are representative of each subject / section (Example: Section 1: [Title] or Week 1: [Title]…
Full, descriptive and numbered titles are assigned to all resources and activities. For example, “Homework 1. - Your first blog post”. Titles should, at first glance, make sense to students by providing them with the information needed to identify the resource or activity without having to open it. Titles such as “Homework 1” are not adequate.
The hyperlinks are regularly checked and those that are broken are corrected or deleted.
The course page is not overloaded. It is possible to use the “Pages” option in Moodle or to configure the space according to the “Collapsed Topics” format. Note that this format is more accessible on mobile devices and for those who use screen readers.
Resources are identifiable and readable :
  • The layout is clear, with indents for each paragraph.
  • The texts do not contain typos (typing and language errors).
  • Fonts are 'Sans Serif' and large enough to read (minimum 11pt).
  • The links are descriptive (avoid the "click here") and open in another window.
  • Each image/illustration is described by an alternative text (alt text) to allow the student to know what it is about if he cannot download it.
The resources (PPT, videos, Word documents, etc.) made available to students comply with the USJ graphic charter. Copyright is secured.

C. Scripting

Scripting is essential for students to achieve the expected outcomes of the educational unit (or to ensure the quality of an online course).

 The content is organized (resources, activities, etc in a relevant and clearly structured manner. It is strongly recommended to conduct a chronological pattern of organization (i.e. according to the tasks order)
An introductory text for each "section" of the Moodle space is provided. It includes an overview of learning outcomes per week/per subject.
A weekly schedule outlines content, activities, resources, assignments, assessments, etc.
The workload required of the student can be easily calculated. It is recommended, among other things, to specify the number of words and/or the time required to read/view the resources. .g “Task 2.3 - Article on quantum physics (2,000 words)” or “Task 3.3 – A reportage on Lebanon in times of COVID* (6 min)”.
The way the resources are used as well as the activities state the objectives and their links with the learning outcomes.
Icebreaker activities are organized to establish a first contact with the students and improve team cohesiveness. They come in the form of a short question, a survey, a mini-quiz, a mini-survey, etc.

D. Communication methods

Communication methods are the means that promote effective communication between teachers and students on the one hand, and between students and their peers, on the other.

 Punctual feedback on online teaching (for example, feedback on explanations of presentations, on audio/video quality) is offered to students (through Activity Feedback in Moodle or Forms in Office 365).
A special student forum is created. It is recommended to create a general discussion forum for students. They are invited to present themselves there prior to registering for the course. They can then continue to use this forum to interact with their peers, for example to share resources, etc.
The modes of communication between the students and the teaching team are adapted to the needs and predefined (for example, Moodle forums for questions related to the courses or weekly virtual meetings according to a pre-established schedule).

E. Assessment

It is essential that the activities and evaluation grids are clear.

 The evaluation methods adopted are appropriate for an online pass. It is recommended to refer to the alternative methods of online evaluation for this purpose.
Online assessments are aligned with EU expected results.
The conditions for online submission are clearly stated. It is recommended to include all instructions related to the activity (ex: file type, date, time, duration, etc.) For exams, it is strongly recommended to inform the administration or the IT department of the time of the quiz to ensure their availability in the event of a technical problem.
Access to tools and information to prevent plagiarism is provided to students. It is recommended to provide them with the link to the “Getting ready for exams ” space designed by the UNTE where they can check the plagiarism percentage (similarity ratio) before submitting their work for assessment.
The assessment criteria are specified. It is recommended to describe in detail the mode of assessment and to make available to the students the grids or the evaluation forms.
The assessment methods are varied and allow students to receive regular feedback on the progress made and the gaps to be filled.

DELIVERY

F. Communication strategies

Adopting a communication strategy during the course is vital so that students do not feel isolated or excluded.

 Recordings of live sessions are made available to students immediately after the session.
Questions posted on the Help and Support forum are tracked regularly
A welcome message is sent to students – via the Announcements forum. It includes: a brief outline of the course, a summary of expectations for online engagement, how to access their course, an explanation of the introductory activities (e.g., posting to an introductory forum) to be completed specifying the delivery deadlines.
Messages are regularly sent via the Announcements forum (at least one message per week). This secures the students and reinforces the feeling of belonging to a group.
Tune-up videos are regularly recorded. They are used to present the subject of the week's course as well as the planned activities. It is possible to prepare these videos before the launch of the online course. In addition, it may be useful to film sequences of the course to keep track of learning.

G. Active learning and learner engagement

Active learning and learner engagement are instructional methods that engage students in the learning process, and promote interaction between teachers and students.

 Synchronous (live) virtual face-to-face sessions should be organized. It is recommended to plan active learning tasks, e.g. debates, etc. and not only lectures.
Regular and personalized feedback (based on effort and commitment) is provided to students.
Interactive tools and activities are used during synchronous online sessions (e.g. virtual breakout rooms (Breakout Rooms in Zoom or Chanel in Teams), polling tools, whiteboard, etc.)
Interactive tools and activities are used during asynchronous sessions. Students are encouraged to undertake activities (self-assessment, peer assessment, group discussions, etc.) to better understand the content, practice learning, etc. Thus, students will be more motivated and actively engaged in the learning process.
Students are encouraged to search, share, discuss, etc. through forums, such as the Special Student Forum, blogs, wikis, etc.
Student engagement is monitored. It is recommended to refer to "Course participation", " Activity Completion ", "My comments", etc. to monitor student engagement. Moodle provides a number of reports to track student participation and to gain insight into how learners are interacting with course materials.