18 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 situation where students will perform the expected behaviour (e.g., if we want them to know how to carry out an experiment, a multiple-choice quiz is not a context where this knowledge is actually applied). The assessment needs to be clearly written and the instructions and expectations to be clearly communicated to students (e.g., the length of answer, important points to mention, etc.). Moreover, there should not be purposefully complicated or misleading questions. Like the face-to-face instruction, online assessment can be ongoing/formative (asking students to show/perform the expected behaviour during the instruction) or summative (asking students to show/perform the expected behaviour at the end of the instruction). In each case, it is important to ensure the provision of feedback. Feedback should be prompt, specific, supportive. B. Choose a course format. Since, online learning is delivered via the Internet and relevant technological means, we need to select a Learning Management System (LMS) that will host our lessons/courses. The LMS, having internal and external tools, constitute the online environment. According to Piotrowski (2010), an integrated learning system allows us to: • Create original content or upload ready-made multimodal material • Organise content into a coherent learning course/ programme • Deliver and present content to students (synchronously or asynchronously) • Communicate and collaborate synchronously or asynchronously (e.g., school leaders, teachers-students, parents) • Assess and evaluate within the online classes created through various formats: selfassessment, portfolios, monitoring and tracking of leaners’ progress, etc. The most common features an LMS can possess are the following: • Enrollment and logging in through user authentication • Description of courses/programmes • User profiles with pictures and bios • Calendar to present important dates (e.g., deadlines) • Folders to organise and save files • Multiple formats of files (e.g., audiovisual) to be uploaded • Assignment submission: a space to upload files to be reviewed and graded. The teacher can provide feedback. • Gradebook reflecting students’ progress • Announcements and notifications • Glossary with key terms • Wiki • Databases • Content unlocking
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