2. Digital Teaching – Planning within the Context of the Semester (Checklist)

Contents: Before the start of the term, During the first session, During the term, After the term.

To meet everyone’s needs and enable you to use these resources whenever and wherever you like, this checklist, along with two others on the topics of ‘Digital Teaching – Planning in the Context of a Session’ and ‘Inclusive Classroom’, are available for download as a single document titled ‘Planning Inclusive Digital Teaching’ (Word document).

Before the start of the term

1. Show that you are willing to respond to students’ needs and take them seriously.
2. Provide written information on the structure and format of the course and the assessment requirements.
3. When planning the course, select methods that allow students to learn in different ways and that cater to different preferences and strengths.
4. Take collaborative methods into account when planning the course.
5. When planning the course, consider methods that encourage reflection.
6. When planning the course, ensure the use of diversity-sensitive materials.
7. Ensure the accessibility of materials, methods, technology and the venue.

In the first session

1. Provide information about the availability of counselling and support. If the group size allows, make an effort to get to know the students; for example, hold an introduction or pronoun round during the first session.
2. Provide information on assessment requirements, including in writing.
3. Explain the guidelines for interaction (e.g. netiquette, feedback rules) so that all students can express their opinions and give each other respectful feedback.
4. Present your university’s diversity or inclusivity statement, or that specific to your course.

During the lecture term 

1. Show that you are willing to respond to students’ needs and take them seriously.
2. Do not make attendance at synchronous sessions compulsory, or offer alternative assessment methods and ways of participating.
3. Ensure transparency: stick to agreed deadlines, communicate assessment requirements, provide clear instructions, and clarify responsibilities (who is required to source assignments or submit work, and by when).
4. Ensure that the required or used literature is accessible.
5. Record video conferences – where possible.
6. Make online resources and materials available at least until the examination date.

After the lecture period

1. Make online resources and materials available at least until the examination date.
2. Use inclusive or alternative examination formats (e.g. digital and online examinations).