Teaching this fall semester | Capture of courses | The CSE's training and support offer | Online teaching | Portfolio of digital tools for teaching | Online and remote assessment | Support and training

Teaching this fall semester


The autumn semester in 2020 is marked by new challenges. We have identified four teaching modalities for the autumn 2020:

  • Classical classroom teaching (with physical distancing or sanitary measures)
  • Dual mode teaching (some of the students in the classroom, some online following the live or recorded course)
  • Alone classroom teaching (teacher in a classroom and online students taking the course live or recorded)
  • Fully online teaching (teacher and students online)

These four modalities are supported by a system for capturing, broadcasting and recording the courses which will be available in about thirty classrooms on our different campuses. A mobile system capable of covering about a hundred other recordings is available. More information on this new infrastructure set up by the IT Centre, UNICOM and the Centre de soutien à l’enseignement (CSE) will be communicated to you during the summer.


Hy-Flex methodology

In this perspective, the course design methodology known as Hy-Flex (hybrid and flexible teaching) would allow us to teach according to these four modalities that we could be implementing depending on the health situation and the underlying constraints that will result.


Capture of courses

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You will find here all the practical information about the rooms equipped with a fixed capture system.


Capture type A (13 rooms)

These rooms are equipped with "MIRIS - BOX +" and a camera.


 In these rooms it is possible to broadcast live :

  • The video of the teacher (a camera system with automatic monitoring of the teacher's movements is installed) and of what he or she writes on the blackboard.
  • His or her projected course materials.
  • The sound of the room is also recovered.
  • Any other support on request (please contact us ( elearning@unil.ch ) one week before the course so that we can set up the Miris-Boxes beforehand with new entries).

In these rooms, the capture, recording and sending of these to the teachers' channel is automated via the management of an online calendar controlled by our Helpdesk team.

If you teach in this type of room, here is the modus operandi to follow:

  • You connect your computer to the room's projector as usual.
  • The recordings are set to start 5 min before the scheduled start time of your course.
  • You stay 5 seconds in the same place to allow the camera to adjust its "auto-tracking" which will allow you to follow your movements automatically.
  • The link to the live streaming of your course is available from the Media-Server block of your Moodle course space. This link is protected via LTI access, which means that only students connected to your course have access to it.
  • At the end of your course, the live stream stops 5 minutes after the scheduled end time and your recorded lectures are automatically processed before being sent to your personal channel and made available, pending publication validation, as for the live stream, in the media server block of your Moodle course space.
  • Once you validate the publication of these recordings on your channel, they are available for your students to annotate them or post comments and questions.

IMPORTANT: In order to guide you in recording your lessons, here is our Type A recording guide


Capture type B (27 rooms)

MAX-410 *  MAX- 414 * MAX-415 * ANT-1129 * ANT-2024 * ANT-2064 *  ANT-2106 * César-Roux 19 * César-Roux 19-Demieville * GEO- 1620 * GEO- 1628 * GEO- 2121 * GEO- 2129 * GEO- 2137 * GEO- 2144 * GEO- 2207 * GEO- 2208 * GEO- 1620 * GEO- 2224 * GEO- 2227 * GEO- 2230 * GEO- 2235 * GEO- 2238 * GEO- 2879 * NEF- 271 * NEF- 272 * NEF-275

These rooms are equipped with an openboard with a multidirectional microphone and a broadcasting box for audio-visual streams.

In these rooms it is possible to broadcast live :

  • The teacher's voice.
  • His or her projected course material.

In these rooms, the collection, recording and sending of equipment to the teachers' channel is also automated.

If you teach in this type of room, here is the modus operandi to follow:

  • Place your course material on a USB key and plug it into the room's openboard, which then broadcasts to the room's projector.
  • The recordings are set to start 5 minutes before the scheduled start time of your lesson.
  • Your live recording will automatically be available in the Media-Server block of your Moodle course space for your students. This link is protected via LTI access, which means that only students connected to your course have access to it.
  • At the end of your course, the live stream stops 5 minutes after the scheduled end time and your recorded lessons are automatically processed before being sent.
  • Once you validate the publication of these recordings on your channel, they are available to your students who can annotate them or post comments and questions.
  • The ZOOM application is also available on the openboards if you wish to open a particular room for exchanges.

In order to guide you in recording your lessons, you will find this resource:  Type B recording guide 


An email confirming the encoding of your requests was sent to you on Wednesday 23rd September. If you have not received it, please contact captation@unil.ch.

You can follow on this page the latest information about the UNIL recording system that we keep up to date (in French).

Capture type C

These are, on the one hand, rooms with at least 60 seats that are not equipped at the moment. On the other hand, all other rooms that are not equipped. It is possible for us to provide teachers with a USB table microphone which will guarantee good sound quality. This page contains all the information available concerning the loan of equipment.
For all these rooms we recommend that you open a ZOOM room and broadcast it on the room's projector. You will also be able to share your course materials in this ZOOM room.

Rooms with more than 60 seats, not equipped, for which a microphone can be lent:

POL-210 * POL-315 * POL-315.1 * POL-319 * POL-340 * ANT-2013 * ANT-2055 * ANT-2097 * ANT-2120 * ANT-3021 * ANT-3032 * ANT-3174 * ANT-3185 * ANT-4021 * ANT-4030 * ANT-5021 * ANT-5033 * ANT-5196 * BIO- Amphi 2914 * CUB-231 (1) * CUB-234 (2) * EXT-109 *

GENOPODE-A * GENOPODE- B * GENOPODE-C * NEF-121 * NEF-122 * NEF-123 * NEF-125 *

NEF-126 * NEF- 129 * NEF-231 * NEF-232 * NEF-237 * UNITHEQUE (UTQ)- 4215

If you teach in this type of room in Hy-Flex mode, here is the recommended modus operandi:

  • Provide a ZOOM room and share the access link for students who are following your distance learning course in synchronous mode.
  • Open this room at the beginning of your course and start recording it "locally" and not on the Cloud.
  • Use your computer webcam for the video and connect, if you have one, a USB microphone for sound broadcasting in the ZOOM room.
  • Connect your computer to the classroom projector and display the ZOOM room for all students.
  • Deliver your lesson by sharing your media via the ZOOM room ("share the screen" function).
  • At the end of the course, end the meeting and the video file of the recording is generated on your computer.
  • Upload your video file to your personal channel on rec.unil.ch, it will then be available to your students via Moodle.

In order to guide you in recording your lessons, you will find this resource: Guide for type C capture

Complete documentation: https://wiki.unil.ch/cse/books/zoom 

Contact-reservation: elearning@unil.ch

Loan of equipment

Only "tour de cou" type microphones will be available in the auditoriums for hygienic reasons. Hand and lapel microphones have been removed. 

For type C recording, teachers who wish to borrow a USB microphone for the semester can present themselves with their Campus Card at the counter set up in the premises of the Centre de Soutien à l'Enseignement, office 2126, at the Anthropole 

A support team to help you

The Helpdesk team is in charge of monitoring live recordings and is at your disposal in the event of a problem. They can be contacted by e-mail (captation@unil.ch) or by telephone via the UNIL helpdesk number (+41 21 692 63 18).


The CSE's training and support offer

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Webinars and Online Labs

Teaching Support Centre (CSE) training courses for autumn 2020

As a continuation of its summer offer and to pursue its support for the preparation and holding of your courses, the Teaching Support Centre is extending and updating its special and entirely remote training offer. It is composed of :

  • 22 educational webinars: they will take place at least three days a week (often different to suit all agendas) and will be held several times between 28 September 2020 and 30 January. The webinars last 1h30 and are an opportunity to provide you with concrete answers for the creation or development of your teaching.
  • 12 Online Labs: These will enable you to get to grips with the digital tools for teaching (Moodle, Zoom, Wooclap, etc.). They last 1 hour and will also be given several times during the autumn.

The details of these courses and the registration modalities are available here: https://conference.unil.ch/cours/cse.

Pedagogical consultations

[For medical school teaching, the Medical Pedagogy Unit provides support for its teachers]

You also have the possibility to make an appointment with a pedagogical advisor for a pedagogical consultation on the Dorigny campus or via Zoom by contacting : elearning@unil.ch.

Production of multimedia resources

Finally, the CSE's Teaching multimedia support unit is at your disposal to assist you in the production of multimedia resources for the start of the new academic year: elearning@unil.ch

You can discover the whole of the offer of support and guidance made available to you by the CSE on this page.


Online teaching

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For the past months, the teachers of our institution have had to improvise quick solutions under less than ideal circumstances. No matter how ingenious the solution - and some very clever ones have emerged - many teachers will quite understandably find this process stressful. This section offers some tips we have taken out from our practice and the distance education literature.

These advices do not represent any normative practice and are not to be taken for instructions. Please refer to your faculties and schools for any possible instructions or regulatory guidelines on the implementation of distance learning.

Preparing your course and informing your students

When you switch to distance teaching, information and communication with your students are key. It is important to limit the feeling of isolation of your students by showing your presence as much as you can.

To set up your distance teaching, here are the first tips we offer:

  • Be acquainted with the decisions taken in your faculty / school.
  • Inform your students of the adaptations that will come with the passage of your course online.
  • Revise your course planning to determine the themes and / or activities that will need to be adapted for an online course
  • Be sure to communicate the work instructions to your students regularly. 

Your courses necessarily need to be rethinked based on the number of ECTS credits allocated to them (1 ECTS counting for 25 to 30 hours of work from the student).

This video presents some recommendations to manage the workload of your students: 

You can also download this recommendation sheet

Structuring your online course

The way you structure your course will be decisive for its smooth progress. This structure is the main element that will allow your students to properly follow the activities related to your course. There are several ways to structure your course and for each of them, the Moodle platform seems best suited to serve you. The organization of the platform into sections allows a very clear division of your course and of the resources and activities that you put in place for your students.

Three types of structures are most often used:

  • A step-by-step structure: In this structure, your course is divided into main steps that you will present thanks to the Moodle sections. The duration of the steps is not fixed and can therefore vary from one step to another. Their order is decided by the teacher. This type of structure can be useful 1. if you adopt a skill-based approach and each step corresponds to the training of a skill in your course or 2. if your course offers a progressive mastery of the subjects it addresses.
  • A weekly structure: In this structure, you organize the work of your students by week and, for each week, you suggest to them resources and related activities.
  • A thematic structure: Here, you build sections related to different themes. The chronology of work on the themes can be fixed by the teacher, decided in common agreement with the students, or even left to the choice of the students. They are simply asked to tackle a theme and the joined activities within a given timeframe.

Regardless of the structure you adopt, it is important:

  • For each part of your course to have a systematic and uniform way of presenting the content and the instructions. During this period, all the courses of our students are taught online. A clear and repetitive structure of your course will allow them to understand the logic very quickly and to be able to enter your course and your activities with ease.
  • You mark the end of each step, week or theme with an activity you ask the students to carry out. For example, note that Moodle allows to condition the access to the next section to the success of an online quiz.
  • You help your students to visualize their progress in your course. If you activate it for the resources and activities you propose in Moodle, the Moodle “Achievement” tool allows teachers and students to follow this progress.

Remember to check the consistency of your teaching


Adapting your teaching strategies

No doubt that the first question that came to your mind was about the possible online adaptations - whether synchronously or asynchronously - of the teaching activities initially planned face-to-face.  

Here is a resource we developed to help you: Adapting your teaching strategies and students’ learning activities for emergency online teaching.

This document presents 5 main groups of teaching strategies (Daele & Berthiaume, 2010) containing most of the activities that can be offered to students to reinforce their learning: 

  • Lecture 
  • Question / Exercise 
  • Discussion / Argumentation
  • Group project
  • Individual work

Within this document, the adaptations are suggested as examples, are non-prescriptive and are based on the use of the tools available in the “Portfolio of digital tools for teaching” at the University of Lausanne.

As you will see, every teaching strategy described in this document has pros and cons. It is strongly recommended to vary and use several strategies. It will offer students the most opportunities that best meet their own learning strategies.

Transmitting the content

One of the biggest challenges you face is getting your teaching content online. On this point, it is important to part the content you can offer to your students via existing articles and supports (online videos, sites, etc.) from the content you will have to produce on your own.

List of possible media:

  • Handouts
  • Course notes
  • Papers
  • Podcast
  • Videos
  • MOOCs
  • Open courseware
  • Web sites
  • Etc.

First of all, it is important to resist the temptation to reproduce all your lessons in synchronous mode with tools like Webex or Zoom. If all teachers were to opt for this solution, our students would have to follow several hours of live lessons per day behind their computer. This would be very deleterious in terms of attention they could pay to their various lessons. Therefore, save some moments for interactive sessions rather than transmissive ones.

In the context of online and distance learning, the PowerPoint format makes absolutely no sense if it is not offered with verbal narration. If you wish to use your planned presentations, we recommend that you give them in video format either by recording the narration of your presentations, or by commenting them via the UbiCast studio. You will find support for both solutions and for the upload of your videos below in the “Portfolio of digital tools for teaching” section. 

Finally, whatever the media you use, we recommend that you announce straight away in its title or description the time it will take your students to browse it. You can refer to:

  • The duration of the video
  • The reading time required for an article; an average student reads in French 250 to 300 words per minute

In terms of videos and MOOCs on which you can rely, we invite you to regularly browse this padlet that we will keep up to date, and to refer to the right column of this web page for useful links.

For more complex teaching to implement remotely (e.g. practical works in laboratories, or else), we invite you to contact directly: elearning@unil.ch 

Some tips for producing a quality pedagogical video

There are few essential recommendations you should know before starting the production of your videos :

The shorter videos are, the more captivating they will be. 6 minutes is the recommended duration for a beginner audience. It can be increased from 12 to 15 minutes for a more expert audience.

  • Verbal narration works best with non-verbal visuals (diagrams, illustrations, pictograms, etc.).
  • Limit yourself to one goal per video.
  • Videos that insert a teacher's talking head between the slides are more engaging than slides alone.
  • Videos produced with a personal touch are more engaging.
  • “Khan Academy” style touch pad drawing tutorials are more engaging than PowerPoint slides or code screencasts.
  • Even the high-quality pre-recorded lectures are not as interesting as when they are cut into short sequences.
  • Videos where teachers speak fairly quickly and with great enthusiasm are more stimulating for students.
  • Students use lesson and tutorial videos differently for seminars.
Videos? What for?

As MOOCs became very influential in higher education over the past ten years, the use of video in education tended to be more and more frequent in our practices.

But beware, video in teaching is not only indicated for the transmission of content. It can be very useful to relay your gestures and to ensure your “human” presence in your Moodle spaces, and therefore to motivate your students.

So you can consider using video for:

  • A welcome video message to your students at the beginning of each week
  • A recap at the end of the week
  • Feedback or answers to messages that have been posted in your course forums
  • The presentation of a case study or an exercise.
  • The resolution / answer to an activity / exercise.
  • A global feedback on the productions you received or on an online test.
  • The presentation of a collection of articles or videos.
  • Responding to a challenge proposed by your students.
  • The presentation of course content.
  • Performing a manipulation.
  • Sharing an analysis or a thought pattern on a given theme or problem. It is called “experiential videos” because it puts forward the process of reflection of an expert, more than the content.
  • Inviting an expert on ZOOM or Webex and carrying out a dialogue, a debate with him/her on a given subject.
  • Inviting an expert on ZOOM or Webex and carrying out an interview on a chosen topic.
  • Students presentation of given concepts via video.

Of course, other uses can also be imagined.

Host synchronous sessions

If you choose to use synchronous sessions, here are a few tips : 

  • Announce the program and objective(s) of each session
  • Announce the organisation and the participation rules to all participants
  • Follow the security recommendations for Webex and Zoom to avoid “bombing” during your webinar
  • Do not exceed a 50 minutes long session and offer one or two breaks
  • Use these synchronous meetings to promote interactions
  • Use Wooclap or Webex and Zoom survey tools to do so
  • Prepare these activities in advance
  • Try to have a moderator to support the session, especially with a large or very active audience, 
  • Check the compatibility, quality and ease of installation of the equipment (headset, webcam, etc.) before the session.
  • Beware of your surroundings (a room free of distraction, no background noise, etc.).

Be bold, take risks ! Students are usually pretty forgiving if things don’t go according to plan because they engaged in and enjoyed what you asked them to do. 

COURSERA MOOCs at your disposal

As part of the existing partnership between COURSERA and UNIL, and in collaboration with UNIL-EPFL Continuing education, you can benefit from a free access to the almost 4000 courses offered in the COURSERA catalog. 


As a teacher, you can choose to give access to one or more courses from the online catalog (https://www.coursera.org/) that you consider useful to your students. 

To do so, simply communicate the references of the selected course(s) to elearning@unil.ch with the list of e-mail addresses of your students.


Portfolio of digital tools for teaching

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As part of the implementation of its digital strategy, the board of our institution is responsible for providing and maintaining a portfolio of digital tools for teaching. 

Originally composed of Moodle and its plugins, Mahara, SpeakUp and Wooclap, this portfolio has recently grown with Webex, Ubicast, Camtasia and Zoom due to the current crisis. To respond as adequately as possible to your educational needs, the portfolio may sometimes offer you two very close tools but with unique specificities. It is up to the teacher to choose the tools that best correspond to his or her teaching. 

In terms of criteria to help you choose, we advise you to follow, as a priority, your faculties and / or schools instructions.  


Moodle is our institution’s online learning platform. It allows you to create an online course space for all your classes. Each one can be structured with a lot of freedom, according to your teaching approach. It allows you to share documents, links, videos, image galleries, audio files and more. You can pair them all with communication tools (forum, chat room, messaging, news, etc.). It also allows you to set up a very large number of online educational activities (quiz and tests, submission platform for students production or group work, etc.) 

These online spaces can be whether extensions of your face-to-face courses, or full courses spaces in a confinement situation. In addition, they are only accessible to students who are registered in your courses. 

For help, you can register in the Moodle tutorial area for getting started. It offers a whole series of video tutorials that will take you through the first steps of your online course design on Moodle. You can also contact the educational support of your faculty, or elearning@unil.ch.


MyUnil is a virtual office. It is dynamic, adaptive and, therefore, can be personalized. It offers unified access to various information and services and it allows interaction with people as well as with diverse administrative and academic applications or content. 

MyUnil gives access to personal tools such as an agenda (Exchange calendar, courses and exams schedule), an e-mail service, courses descriptions and materials, the academic file (including exam notes), administrative data (e.g., registration certificate) and campus card data. In addition, it allows to manage news and events, as well as serval collections. 

Its use is recommended if files and videos are the only kinds of resources you want to share with your students. 

All documentation on MyUNIL is available online on the Computer Centre website

Ubicast-UNIL mediaserver

Ubicast is a very simple media server that offers rich video recording (screencast, integration of text or images, file upload, etc.). Ubicast allows you to upload all the videos you produce and want to share. This solution is fully integrated with Moodle. It is also available on MyUNIL. 

Access to Mediaserver : https://unil.ubicast.tv/ 

The Ubicast-UNIL documentation is available here : 

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Our video tutorials on UBICAST 

  1. UBICAST 1 : First contact

  2. UBICAST 2 : Record a new video

  3. UBICAST 3 : Add an existing media

  4. UBICAST 4 : Add a video link

  5. UBICAST 5 : Managing your channel

  6. UBICAST 6 : Editing a media 

  7. UBICAST 7 : Sharing a media on Moodle

  8. UBICAST 8 : The UBICAST plugin on Moodle 

  9. UBICAST 9 : Sharing a media on MyUNIL

  10. UBICAST 10 : Creating a Ubicast block on Moodle

  11. UBICAST 11 :  Adding comments (teacher)

  12. UBICAST 12 :  Adding comments (students)

Recording a narration on a presentation

It is possible to produce your PowerPoint or Keynote presentations with comments. We have prepared a user manual and a tutorial for each solution. 


At the request of many teachers and to support the variety of practices of our community, UNIL now provides Zoom for everyone.

Zoom is, like Webex, a video conferencing system that allows live and recorded online seminars (webinars). It also offers the possibility of creating sub-group rooms during webinars. Moreover, its whiteboard tool is quite rich.

Access to Zoom: https://unil.zoom.us/ 

Information on distrisoft UNIL: available here

Access to documentation: https://wiki.unil.ch/cse/books/zoom

Our video tutorials

  1. Registration and connection to ZOOM 
  2. Proposing or joining meetings on ZOOM 
  3. Configuring audio and video sources on ZOOM 
  4. Securing your meeting on ZOOM 
  5. Managing the chat and its participants on ZOOM 

Our university has an institutional license for Wooclap. It offers you the possibility to use it directly on the website, or via the already installed Moodle plugin.

Access: https://www.wooclap.com

Connection: Create an account with your UNIL email. Once you are connected, enter “UNIL” as your institutional or organization code (in the menu under your name). 

Help and Tutorials: https://docs.wooclap.com/en/ 

Wooclap training is available in our webinar offer. 


Online and remote assessment

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All the official directives and our institution policy are presented here on the “Exams” page: https://unil.ch/coronavirus/study#exams

Vade mecum for distant assessment of students

The UNIL Teaching Support Center (CSE), in collaboration with UNIDISTANCE, published a vade-mecum for the distance assessment of students

The German version of the vade-mecum is also available: Vademecum für die Online-Prüfungen der Studierenden Mögliche Elemente für die Wahl der Prüfungsmodalitäten

This vade-mecum offers leads on remote assessment to allow teachers to make informed choices on alternative methods to face-to-face exams.

They are not official instructions or directives! Those are the joint responsibility of both the board and the faculties of our institution.

It contains 3 main types of tests that can be asked from students:

  • Production of documents
  • Oral tests
  • Quiz

For each type of test, evaluation objects are proposed in connection with "generic learning" that can be measured during the performance of the test. Some tests can be given individually or in a group, synchronously or asynchronously.

For each type of test, the vade-mecum offers a general description including advantages, disadvantages and recommendations. It also guides teachers in the preparation, development and correction of the test, as well as gives him/her a timeline to consider the test from the student’s point of view.

This guide does not pretend to be exhaustive or prescriptive. It would probably be best to combine different tests within an examination to improve the quality of the evaluation.

Guides pour Moodle Exam

Afin de pouvoir vous informer sur les possibilités de paramétrage de MoodleExam pour vos tests et travaux organisés dans le cadre de vos examens en ligne, nous avons produits ces deux guides. 

Note importante

Les présents guides vous sont présentés dans leur version la plus exhaustive possible car nous avons décidé de les diffuser à un public plus large que celui de notre communauté UNIL afin de pouvoir notamment soutenir tous les utilisateurs et utilisatrices de Moodle qui ne bénéficient pas d’un service de soutien. Les choix de paramétrages, usages et consignes en lien avec les examens en ligne issus de vos facultés et écoles sont bien entendu prioritaires pour guider votre usage de ce guide.

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Guide pour paramétrer un Quiz Synchrone sur MoodleExam

L’activité TEST de Moodle Exam vous permet de concevoir des questionnaires (Quiz Synchrone pour vos examens. Une grande variété de types de questions sont disponibles dans l’activité TEST. L’activité TEST est évaluée automatiquement si elle contient des questions à correction automatique (comme la question à Choix Multiple).

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Guide pour paramétrer une épreuve d’examen de type « Production synchrone» sur MoodleExam

L’activité DEVOIR de Moodle Exam permet aux étudiant·es de remettre un fichier ou un texte à l’enseignant·e, et possède une plateforme d’évaluation qui permet à l’enseignant·e d’annoter, de commenter, d’évaluer et de noter ces fichiers/textes remis par les étudiant·es.

Examen oral avec ZOOM

L'organisation d'examen oral en ligne peut se faire soit sur WebEx, soit sur ZOOM.

Dans ce guide, nous vous proposons des recommandations dans le cadre de l'organisation de vos épreuves orale via ZOOM pour 3 scénarios types.

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And your teaching? How is it going?

To go from on-site to online and at-a-distance teaching in a few days time has required great adaptability but also a fair number of educational choices ; selection of IT tools, teaching methods, resources, etc. In short, you made it! But how are your students adjusting to these adaptations? What could you modify or improve to support them even more in this particular context?

This information does not concern the courses of the School of Medicine. Their evaluation by the students is under the responsibility of the Medical Pedagogy Unit.

The CSE offers a short online questionnaire to get a feel of how your students react to your remote teaching, and to help you make rapid changes in your teaching if necessary.

You can contact cse-eval@unil.ch to plan the distribution of the questionnaire to your students, while specifying:

  • if the proposed questionnaire suits you or if you would want it modified
  • the title of your teaching,
  • the date you want us to send the questionnaire,
  • the list your students e-mail addresses. 

On your end, you can also refer to this tutorial, available here, to analyse on your own the functioning of your teaching thanks to the concept of educational alignment. While considering the specific context of your teaching, it will help you ensure the consistency of your teaching between the learning outcomes you wish for your students, the content to be covered, the teaching methods and learning activities, as well as the evaluation methods. This tutorial presents recurrent questions in this process and offers some thoughts and courses of action.


Support and training

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Pedagogical support

Throughout this period, the Teaching Support Center (CSE) coordinates support for teachers in conjunction with faculty pedagogical engineers and the Medical Pedagogy Unit.

Exchanges between teachers

Practice exchanges are led online by colleagues from the TEAMS Teaching Support Center. If you want to join this teaching community, just register by sending an e-mail to elearning@unil.ch

Webinars & online training


Specific or individual Moodle sessions can be arranged on request, please contact elearning@unil.ch 



Specific or individual Moodle sessions can be arranged on request, please contact elearning@unil.ch



  • Tuesdays and Thursdays at 4 p.m. : Prepare and deliver an interactive distance learning course with WOOCLAP



Webex and UBICAST

UBICAST sessions can be done on request. Contact elearning@unil.ch 


You can send any support requests for leading your online and remote teaching (about how to handle Moodle, Ubicast, video shooting for labs or else, etc.) at: elearning@unil.ch 

Register for Webinars and Lab Online



Request support to develop a distance learning course : elearning@unil.ch

Is your teaching in good shape?


The CSE offers you a short online questionnaire to "take the temperature" of the current situation and be able to make rapid changes in your teaching.


Vade-mecum for the remote assessment of students


You can download it here


Balancing the workload of your students in remote teaching

Follow our monitoring


At your disposal here

Check the consistency of your teaching adapted for a distance format