PHASE 1 – Planification d’un enseignement en ligne – fad

Dans un enseignement en ligne, l’enseignant doit fournir un effort supplémentaire. Avant le lancement de l’UE, il doit structurer le processus d’apprentissage de manière spécifique en s’assurant que les résultats attendus de l’UE, la livraison du contenu et les activités sont alignés et que toutes les dates d’échéance des activités sont affichées.

1. Structure the course content into modules

	Organiser le contenu par sujet ou thème. Chaque module couvre un sujet spécifique et présente les résultats attendus d’apprentissage. Il se termine par une évaluation formative ou sommative permettant d’évaluer l’atteinte des résultats attendus.
	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

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