The City Teaching Online Checklist provides a list of actions that academic staff can take to implement minimum standards for moving your teaching online, within a module context. This list is intended as a framework to help you to design and deliver your module, as well as give some indications on your legal requirements. It can be read online or downloaded and includes links to LEaD’s further guidance.
Several schools have created their own checklists or frameworks of recommended practice. Please check with your School to make sure that you are following this guidance.
PDF version also available for printing, record keeping and access
The City Course Format is applied to all Moodle modules by default. It has been designed to provide students with a consistent and accessible experience across all modules, and to save staff time and effort when setting their modules up.
- Check for necessary updates to content for modules being rolled over or imported from a previous year
Importing activities or resources
- Use the ‘General’ section at the top of a module page to introduce module and locate any key administrative information
Adding, deleting, editing, highlighting and hiding sections
- Provide a clear structure by labelling sections in a logical order (e.g. by topic or week number)
- Add a short video (1-2 mins) to introduce yourself and the module
Create your own video resources
- Describe how you expect students to use the module page to support their studies in parallel with synchronous online or face-to-face activities, including how often to participate, what they can expect from you
Participation and Engagement on a module page
Participation and Engagement on a module: Overview
- Clearly state the learning outcomes for the module and how activities and assessments link with these outcomes
- Ensure that your contact details (key names, hours, methods) are easily accessible and up to date
Contact information on your module page
- Set clear expectations around when and how you will communicate and respond
Participation and Engagement on a module page
- Use provided communications tools (Moodle – Forums, Quickmail, feedback; Teams – Chat, Meetings)
- Provide meaningful descriptions for resources, key file information (word counts, video durations, expected time on task), and whether resources are compulsory or optional
Organise your module page: Sections names and summaries
- Present content in different mediums to provide variation in your materials (eg documents, links, videos, audio, etc)
- Be clear about when resources will be available, such as in good time before any live sessions, etc
- Use Reading Lists Online (see Library) and ensure your reading lists are up to date
- Design your teaching to contain a balance between synchronous and asynchronous activities
Recommendations for ensuring that your module and its content is accessible to all students in order that each has an equal opportunity to succeed.
- Consider the amount of information you provide in your materials in order to minimise information overload
Organisation and structure of your module page
- Design for a diverse learning community, including those with disabilities and bearing neurodiversity in mind
Accessible structure and layout for Moodle modules
- Present content in editable versions for students to be able to tailor to their individual requirements
- Be aware that not all students will be able to access synchronous activities at the same time, due to time zone differences, personal obligations, or technical limitations (eg shared broadband, mobile-only participation, etc)
- Ensure that students have access to the technology that you are using (eg Microsoft Teams Meetings, Zoom) and guidance on how to use it
- Set clear expectations around how students are expected to participate in that environment, including around use of microphones and chat features
Facilitating online synchronous teaching
- Plan your live online session sufficiently in advance, including any intended interactions and regular breaks
- Make recordings of any live sessions for access after the event and include other asynchronous alternatives (such as discussion forums) for anyone unable to attend at the scheduled time
- Ensure that assessment criteria and requirements at module or component level are available on the module page
- Ensure that assessment instructions and submission areas are clearly labelled, including when and how grades and feedback will be made available
Assessment Information on your module page
- Signpost the ‘Learning with Moodle’ module which provides students with an opportunity to practise submitting all different assignment types
- Provide variety in assessment types to give students different opportunities to demonstrate mastery of learning objectives
- Make use of Moodle Checklists to give students an opportunity to track their own progress through a module
- Working with your course office, ensure that any module evaluations are available online
- Share institutional policies with students around areas such as expected behaviours, academic misconduct, or lecture capture usage
Sources: Credit to UCL Connected Learning Baseline, Arizona State University’s ASU Online faculty expectations checklist. Also draws on LEaD’s own Module Page Checklist.
Please also check our online learning and teaching FAQ
