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Shifting to e-teaching: 2 – Putting Principles of Online Session Design into Practice

Dieser Beitrag wurde von Herrn Ezzedeen Shahada von der Fakultät Gesellschaft und Ökonomie verfasst, der kürzlich folgende Tipps zum Aufbau eines Onlinekurses veröffentlicht hat. An dieser Stelle möchten wir uns ganz herzlich für die Möglichkeit bedanken, die Tipps hier abbilden zu dürfen. Wenn auch Sie Tipps zur Online-Lehre oder Best-Practice-Beispiele haben, würden wir uns freuen, diese auch hier abbilden zu können. Bitte schreiben Sie uns eine Mail an

We are aware of how the outbreak of the COVID-19 has obstructed regular processes at our institution, and how roughly it has influenced aspects of life all lover the world. It is a hard time for us all, I understand! However, our mission as educators is to keep the education wheel running despite all difficulties. Isn’t this true? Therefore, I would like to emphasize on the necessity of investing the current time in exchanging instructional insights. This will ease our potential transition to remote teaching. Similarly, testing what we recommend to each other will enable us to have stress-free moments when the transition becomes a matter of fact.

All of you are able to plan, design, and carry out teaching classes online. Regardless of your experience level in e-teaching, you will manage it successfully. You are not expected to be perfect. Be pragmatic! Assess your resources, and start designing your first teaching unit as soon as possible.  

In the previous email (go here if you missed it!), four major principles of online session design were highlighted: Instructions for Use, Content Presentation, Knowledge Testing, and Engagement. Today is the time to put them into practice. That’s why, I made them accessible in the form of SELF-INTERROGATION CHECKLIST (see attachment). Start using the checklist to maintain an overall good design of your online sessions on Moodle.  Of course, you can always adjust according to your context and needs. Guidelines are made for general orientations. Neither do they limit your freedom of teaching nor do they constrain your sense of creativity. If you find the notion of the checklist is beneficial, make an analogous knowledge checklist for your students. If I were you, I would place it at the end of each learning unit on Moodle. Otherwise, think of different ways to scaffold students’ knowledge.  

Let’s be more practical and plan a remote teaching session on Moodle:

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