Structuring Moodle

Moodle is more than a content repository, it is an online environment where learning and collaboration can take place.

The purpose of a good Moodle unit structure is to give students an optimal user experience, provide a clear overview of the unit and let them know what they are expected to do and when. 

Use this resource to help you structure your Moodle unit to plan and create a clear, consistent and dynamic flow to your unit.

Why is it important?

The structure of a unit can have a significant impact on student learning and satisfaction. The site structure can look and feel quite different depending on the learning goals, mode of enrolment, curriculum, types of activities, and student needs.

“Most of the work students do—much of their learning activity—takes place without direct supervision from their teachers. Hence, teachers need to design good learning tasks and to communicate task specifications clearly to their students.” (Goodyear, 2015)

Having a well structured Moodle unit minimises unit navigation time, leaving more time for students to spend collaborating, communicating and engaging with the unit. Optimise the different features in Moodle to create learning paths that meet student needs by effectively sequencing resources and activities.

How to structure your Moodle unit?

There are three levels to consider when structuring your Moodle unit:

  • Unit format level (top level/ in blue): This is considered the structure and navigation of the Moodle unit. This is where you would decide on whether to use a block, tab or collapsed format for your Moodle unit and how sections will be chunked and named.
  • Week/module level (second level/ in green): This is where you would lay out the structure and information for the week/topic/labs or assessment information into a learning pathway and provide students clear instructions on how to move through the content and activities.
  • Activity level (third level/ in orange): This is where you would structure your activities and resources considering how instructions are provided and how activities might be linked together. As an educator you need to consider how students will navigate between these activities in a logical sequence. It is a good idea to have a variety of activity types and use active learning principles to make them more engaging.

See this image for how these levels connect together:

Templates and faculty guidelines

Make sure to check with your Faculty Educational Designers for more guidelines or templates that may be specific to your school or faculty.

Education Performance Standards Framework

The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.

Impact on student learning

Impact on educational knowledge

Impact on educational environment

Effective teaching and learning

Responsive program design

Student- centred orientation

Professional learning engagement

Pedagogical content knowledge

Education research performance

Education innovation

Education leadership

     

You could address marking and grading across these Practice Elements by providing evidence of how you:

  • Demonstrate evidence of contribution to unit coordination
  • Demonstrate use of appropriate learning technologies by creating engaging activities in Moodle
  • Demonstrate contributions to development of activities, units and courses in line with current best practices
  • Demonstrate contributions to support positive student learning experiences in practice

Draw inspiration

Behavioural Science meets online Learning

Dr Erin Leif uses the science of Behaviour Analysis to promote student engagement and knowledge transfer from classroom to professional practice, in a primarily asynchronous online learning environment.