Preparation checklist

Remote Teaching

Preparation checklist

Preparation checklist

After you have prepared the content for your course or sessions, it’s time to teach. But before you start teaching, make sure to have a quick look at the checklist below.


Preparation is key. The following tips are relevant for the whole program or course;

  • Upload the syllabus to reflect the program;
  • Share your expectations;
    • Share with your students your expectations of the remote teaching setting, the program, and their participation.
  • Execute a bètatest: let someone else go through your course, checking for missing links, files, and other unexpected issues;
  • Test the essential upload features that students will use when submitting their work (to avoid last-minute stress about deadlines);
  • State clear arrangements for communication;
  • Prepare students for Remote Learning;

Live Sessions

  • Test your setup as if it is the real session;
    • Ask a colleague or student to help with a dry run.
    • Make sure you go through all the steps of your presentation as if it is the live session, to test animations, links and embedded videos.
    • Check out the technical connections (video, audio, screen sharing, input).
    • Check the functionalities (user permissions, quizzes, answering questions, etc.).
  • Make sure you have some back up from faculty support;
  • Explain to participants what they can expect of the session and the lecturers/hosts/moderators (could be done using a set-up slide);
    • How long will the session last?
    • What is the schedule? Are there different parts/formats to the lecture?
    • Is there interaction with the lecturer?
    • Are there break-out groups?
    • Are there moderators? If so, who are they and what is their role?
  • Tell the participants what is expected of them;
    • Are they expected to participate actively?
    • If so, tell them about using text, camera, and speech.
    • For small groups: let the participants introduce themselves.
    • When and how can questions be asked?
    • What is expected in the break-out sessions (if break-outs are used).
  • Include a set-up slide;
    • Ask for patience and understanding regarding possible technical difficulties.
    • What should participants check (audio, video, etc)?
    • What is expected if there are technical difficulties?
    • Are there other means of communication if the event of outages (e.g., mail or Brightspace announcements)?
    • Share with your students your expectations of the context, the session, and their role.