• Home
  • Login
  • Welcome to the Staff Intranet
YOU ARE HERE: Skip Navigation LinksEdinburgh Napier Staff Intranet > Service Depts > Department of Learning and Teaching Enhancement > Digital Support Partnership Project > Principle 06 Keep Moodle Simple: 12 Principles for Preparing for Online Learning and Teaching

​​​Updated: 2 September 2020



Expanded 12 Principles for Online Learning and Teaching: Principle 6 Keep Moodle Simple


Principle 06 Keep Moodle Simple

Minimise clicks and scrolling. Clear layout of instructions and materials on Moodle helps students know where to focus their effort. Use the tools in Moodle to keep it clutter-free and user-friendly.


Work with colleagues (see Principle 8 Working with Colleagues) and consult the Moodle Minimum Standards guidelines and start with its recommendations.


Lay out content clearly and indicate when students should be engaging with each part of the module; a planner or timeline can help signpost what to expect.


Always provide a context for uploaded documents and label them logically. It should be clear before a student clicks on a link what it is and how they are expected to engage with the resource, for example, "watch this video and take notes", "read this paper and write three questions". Use the tick box to ‘Display description on course page’ on an item to provide context if the title is insufficient.


To avoid clutter and long scrolling, use these tools:


  • Folders: for documents like PDFs, Word docs and PowerPoint slides
  • Book: A sequence of pages with text and links to resources, useful for providing a structure sequence through materials and activities
  • Workbook: Like a book, but with self-assessment questions


Title each tool appropriately indicating its context or place within the module, for example, "Week 5 learning activities", "Unit 2 Additional resources".


Plan how the module will be updated throughout the trimester. Keeping some elements dynamic can encourage students to login in more regularly. A small text update at the top every week can remind students what is coming up for that week. Moodle has facilities to release or restrict content by date or activity completion; use these judiciously to encourage continued and timely engagement with the module.


Ensure that the assessment brief and links to eSubmissions are easy to find and include deadline date and time in the title. Give students the opportunity to practice using any eSubmission tool before using it for a summative assessment. This will also allow you to trial-run giving feedback online.


Developing your Teaching and Support for Learning Online Moodle Community

Self enrol on this community site for staff to discuss and share online teaching practices and tools. DLTE also share webinar recordings and links to useful resources.


Principle 7: Communication >>


[Download 12 Principles in PDF Format]​


Creative Commons Licence
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License​​​​


​ ​​​​​​​​​​​​​​​​​​​​​​​​​​​​