PHASE 1 - Planning of an online course


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In online teaching, the teacher has to put in extra effort. Before the launch of the TU, he must structure the learning process in a specific way ensuring that the expected results of the TU, the delivery of content and the activities are aligned and that all the due dates of the activities are displayed.

1. Structure the course content into modules

Organize content by subject or theme. Each module covers a specific topic and presents the expected learning outcomes. It ends with a formative or summative evaluation to assess the achievement of expected results.
  • Teaching unit. Learn to use Excel
  • Module 1. Introduction to Microsoft Excel
    • Expected result: Create and edit and save an Excel sheet
  • Module 2. Mastering Formulas
    • Expected result: Use cells
  • Module 3. Layout and formatting
    • Expected result: Configure font, color, fill
  • Adopt a clear segmentation, which does not lead to confusion.
  • Complete an assessment at the end of each module.

2. Identification of activities within each module

Plan the activities relating to each module to achieve the announced learning outcomes. There is a wide range of teaching-learning activities that can be used online:

  • Interactive course by videoconference
  • Watching a video
  • Problems solving
  • Oral presentation
  • Simulation
  • Practical work
  • Tutorials
  • Guided search
  • Debate
  • Role games
  • etc.

These activities can be performed in synchronous or asynchronous modes. An activity must:

  • Be short-lived
  • Have a clear stated goal
  • List the skills to be developed
  • Indicate the evaluation method (if applicable)
  • Be associated with a set of educational resources
  • Indicate the type of activity (synchronous/asynchronous...etc.)
  • Indicate student workload
  • Module 1. Introduction to Microsoft Excel
    • Activity 1. Discovery of the Excel environment
      • Watching a video, asynchronous (15 minutes)
      • Ability: identify menus and actions
      • Evaluation (5min). Practical work. Use Excel to open and consult a document.
  • Vary the types of learning activities by alternating between the two modes (synchronous and asynchronous).
  • Favor activities in asynchronous mode which give greater flexibility.
  • Adopt the synchronous mode for activities that require collective interactions and engage all participants.
  • Conduct a formative evaluation at the end of each activity.
  • Avoid giving only texts to read, quizzes, narrated capsules, or synchronous sessions.

3. Identification of resources used by activity

Choose the type of pedagogical elements to carry out an activity
Course material, PowerPoint presentation, instructional video, etc.
  • Vary resource types
  • Check the availability of the computer tools necessary for the exploitation of the resources.
  • Prefer universal generic formats (PDF, etc.)

4. Definition of evaluation methods

Establish an evaluation plan indicating the timetable, type (formative or summative) and evaluation methods. Announce this plan as well as the distribution of the coefficients of the final grade

An assessment can have different formats:

  • Written exam
  • Oral test
  • Multiple choice questionnaire
  • Production of a document
  • Practical work
  • Project
  • Presentation
  • Oral tests by videoconference
  • etc.
Written test (40%), practical work (30%), presentation (30%).
The attached figure can guide the choice of the most appropriate device. It is designed according to Bloom's taxonomic levels. 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.
  • Vary and distribute formative and summative assessments throughout the course
  • The same UE can be evaluated according to several taxonomic levels.
  • Assessment should be consistent with UE learning outcomes. The higher the expected taxonomic level, the more complex the tasks or instructions will have to be
  • The same object of evaluation is located at a different taxonomic level depending on the degree of complexity of the task requested (production of a document, resolution of a problem, writing of a report, oral presentation, dissertation, etc.).

5. Develop a timeline

Prepare a document that presents a macroscopic view of the teaching unit with its modules and activities; resources, work and assessments
Example: file download
Model to download
  • Specify the essential content, or main topics, that will be covered during each session
  • Briefly describe the activities that will take place during the session, face-to-face or online.
  • Communicate the timetable to the students before the start of the course

MPU-Resources and Exchanges-Workshops 2020-2021

Participants in the workshops organized by the University Pedagogy Mission, on the Pedagogical Aspects of Online Teaching, will be able to access the recordings and PowerPoint of the workshops on the following link: " MPU-Resources and Exchanges-Workshops 2020-2021 ".