The Moodle
minimum standards guidelines have been development in collaboration with Edinburgh Napier University academics and students. They are designed to guide you in creating a Moodle environment that is well considered, consistent and accessible to all students, and in so doing it provides you with the support to better manage your Moodle modules.
Throughout development, the minimum standards have considered the
3E Framework which is a guide to support you make meaningful decisions about the use of technology for learning, teaching and assessment. Your Moodle modules are Enhanced through the implementation of the minimum standards as they promote the use of a clear structure that is logically sequenced and clearly navigable.
The Standards are:
1. Keep the top section succinct
2. Name content sections appropriately
3. Include an Assessment & Feedback section
4. Name resources and activities appropriately
5. Remove unused blocks and sections
6. View your course on small screens
Set out, on these pages, is a worked example of a Moodle module illustrating how the minimum presence could appear, beginning with the top section. Disciplines will interpret and incorporate the minimum standards differently, however at their core, the minimum standards are about a set of
pedagogic principles that can be applied across all disciplines.
"Most of the modules are fine, but some of them are rather confusing as it can be very difficult to find module materials at times."*
Contact your
campus Learning Technologist for support with implementing the minimum standards and for general guidance on technology enhanced learning.
*The student quotes used throughout this site are from a recent survey in the School of Health & Social care but can be considered representative of student feedback across the institution.
1. Short top section
This top section of Moodle has two main purposes. Firstly it is the students’ introduction to the module and as such it should support module orientation, secondly it is a space to provide ongoing essential information.
As the section does not usually change a great deal it needs to be kept short and hold essential information, this reduces the need for scrolling and homepage loading times. To support this aim, we recommend you place detailed welcome information and videos that students may only view once at the beginning of the module that open in separate pages. The section should show at all times:
- Module code and title
- Quick overview of the module aims
- Statement of intent for use of Moodle
- Module leader contact details
- Key module dates and timetable
"I like when all the contact details etc are on the front page and you don't have to search for them, along with a brief overview of the module"
"I'd be happy with the module name number and leaders contact information, dont want it too cluttered"
To add a separate page, navigate to the bottom of the section you wish to add a page to and click "Add an activity or resource". Scroll down to the resources section of the box which appears, select "Page" and click "Add". You will be taken to a view where you can edit the name, description (for users looking at the link but not the page itself) and the content of the page. You can check a checkbox to indicate whether the description should appear on the course page. When you are done editing, click "Save and return to course."
2. Content section titles
Students need to be able to clearly navigate your module (as well as other uses, such as external examiners and other module teachers). Naming your sections appropriately and logically supports navigation. Your module naming protocol may be subject depended, however it should
be consistent.
- Use week numbers or unit titles
- Add descriptions to aid orientation
To rename a section in Moodle, expand the section and click the cog icon. Uncheck the "Use default section name" checkbox and enter your section name in the Section Name text box. You can add a section summary in the larger text box below, if this is relevant. Click "Save Changes."
"I like the modules that are structured in sections with different headings. Having content sorted and divided into categories makes learning a lot easier and saves searching through content."
"Sometimes things are not where you think they will be. Tucked away in a folder somewhere obscure, filed under a name that only makes sense to the lecturer!"
3. Assessment & feedback section
Students want to know when and how they will engage with assessment and feedback. There should be a dedicated section in every module setting out what students can expect.
Provide a clear outline of key dates: when assessment details will be given, when formative assessment will take place, if/when students can expect pre-submission feedback, and summative assessment deadlines. Consider using a countdown timer to make this really clear, especially if you have students working in different time zones.
Provide links to assessment resources such as assessment briefs, advice, or whole-class feedback.
Describe the various types of feedback offered to students and how you expect them to engage. If students are able to seek out more feedback, detail when and how (e.g. virtual office hours, physical office hours, your email policy).
Wherever possible, specify actual dates rather than general timelines. Feedback “within 3 working weeks” can be confusing.
Make it clear where you expect students to submit and collect work. If online, make sure that students can see where to upload their files and where to access their grades and feedback. If in person or by post, make sure the time and place are clearly indicated.
"It can also be hard to find essay/exam grades too if these arent available on turnitin"
4. Organising resources & activities
For example, PDF format for those documents that students do not need to edit (this format is better supported on mobile devices). Be prepared to provide alternative formats for accessibility, where necessary for the student.
If you wish students to edit a document, then Word files are better. If you are providing PowerPoint presentations think about allowing students to see any notes you have made to support the presentation.
Whatever file format you use, ensure its name is logical and has a description thatallows the student to make a judgement on what it is they are able to open. To edit item titles and descriptions, turn on editing at the top of your Moodle site, locate the item, click the Edit button next to the item/resource and select "Edit Settings". You will be taken to a page where you can update the name and description of the file, as well as toggle whether or not the description is displayed on the course page. When you are done editing, click "Save and return to course."
If you are adding an extended explanation or subsection with a group of files, use the label function to separate this out. Labels support clear module navigation.
-
Use logical item names that are understandable to students.
-
Add item descriptions to help students make best use of resources.
-
For long sections use labels or folders to clearly group common elements.
To add folders to contain files, navigate to the bottom of the section which should contain the folder and click "add an activity or resource". Scroll down to the Resources section of the list which appears, select Folder and click Add. You will be taken to a screen where you can input the folder name, a description of its contents or intended usage, toggle whether or not the description displays on the course page. Here you can also drag and drop files from your file browser, or search your local files for the files you wish to upload to this folder. You can return to this page after the folder is created, if you wish to add more files at a later date. Once you have uploaded the files you wish to include, click "Save and return to course." You can use the crossed arrows icon next to the label to click and drag the label to the preferred location in the section.
"I like how the modules all have subheadings with the relevent slides and further reading under, this makes it easier to find the information you are looking for."
"When there are lots of documents, powerpoints etc not under headings - like these things to be grouped together so you know what they are."
5. Remove unused blocks and sections
Blocks appear to the left and right of the main resource area and your course should only use the blocks that add value to the online experience. To free up space for module content consider moving all blocks to the left of the main content area as this supports an uncluttered feel to the module.
- Remove unused blocks and sections to help student orientation.
- Add the Activity block to help students locate items
- Consider moving all blocks to the left hand side to free up space for section contents.
"It's annoying when moodle pages have empty folders visible."
6. View on small screens
Students are increasingly accessing Moodle from mobile devices which adjusts the course to fit in the smaller screens. View how your course looks on a small screen by reducing the width of the browser window. This is useful for checking whether images are sized and located appropriately.
