Introduction

The revised 2023 Advance HE Professional Standards (PSF) emphasise the use of educational and learning technologies. This is underpinned by principles of inclusive practice to support learning, for example in core knowledge dimension 4 (K4). This dimension asks individuals applying for any level of Advance HE Fellowship (Associate, Fellow, Senior, or Principal) to “apply knowledge of appropriate use of digital and/or other technologies, and resources for learning.” This is a pedagogic design task, to make appropriate use of these technologies to enhance learning. Demonstrating inclusive practice in this context involves designing and implementing digital learning experiences that accommodate diverse learner needs and abilities, ensuring equitable access and engagement for all students.

Case Study: Moodle Design in Optometry

The following case study documents how academics in Optometry reflected on their approach to Moodle design in the wake of the Covid-19 pandemic. The dimensions of the PSF are referenced in brackets, to show how the academics discussed their practice in reference to these criteria.

Introduction of H5P Resources

In 2020, H5P interactive video and text resources were introduced on the Optometric Physics module to enhance engagement and interactivity in online learning. Clear guidance was provided for students through a sequence of activities aligned with the module learning outcomes and summative assessment requirements (Biggs, 1996; Hounsell & Hounsell, 2007), and tailored to their pace of learning (A4, K1, V1).

Moodle Redesign and Expansion

Following initial positive student feedback on the introduction of H5P resources and a significant increase in cohort size, the academics saw an opportunity to redesign the Moodle pages across the whole Introduction to Optometry programme (A1, K3, K5). This decision was further prompted by the move to Moodle 4 in 2023. By leveraging the versatility of H5P resources, students could be provided with multiple pathways to achieve the programme learning outcomes and engage in active and self-regulated learning (Rowe and Rafferty, 2013) (A1, K1, K4, V2).

Collaboration with LEaD Digital Learning Design Service

In collaboration with the LEaD (Learning Enhancement and Development) Digital Learning Design Service, the academics discussed how to improve the accessibility of resources and ensure consistency of navigation. The digital design colleagues provided insight into effective practices for interface design, module navigation, and the embedding of different learning activities into Moodle (Laurillard, 2013) (A1, K2, V5).

For example, the decision to transition to H5P course presentations reflected a strategic move to support a more inclusive learning environment. These allow for more structured content, with clear headings and subheadings, to guide the students (A4). Compatible with assistive technologies, these interactive elements, such as clickable hotspots, drag and drop activities, fill in the blanks, multiple choice questions, and flashcards also provide alternative means of engagement and enable students to control the pace of the presentation (V1, V2).

Student Feedback and Outcomes

To gauge the effectiveness of the Moodle redesign, a survey was distributed to all students on the Introduction to Optometry programme. The students were invited to provide feedback on the module structure, navigation, and user interface as well as provision of appropriate guidance. The results were overwhelmingly positive, with students commenting favourably on the clarity, consistency, and engagement of the design features (K5). The academics also shared their positive experiences of this initiative change with the wider university community through the Learning at City blog (A5).

Future Directions

Reflecting on this successful integration of asynchronous H5P resources on the Optometry programme, the academics are keen to harness the affordance of other digital technologies in laboratory sessions to promote student engagement and autonomy in laboratory sessions (K3).

[This case study is shared with kind permission from Benjamin Evans and Marisa Rodriguez-Carmona]

References

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.

Hounsell, D., & Hounsell, J. (2007). 7 Teaching-Learning Environments in Contemporary Mass Higher Education. In BJEP monograph series II, number 4-student learning and university teaching (Vol. 91, No. 111, pp. 91-111). British Psychological Society.

Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.

Rowe, F. A., & Rafferty, J. A. (2013). Instructional design interventions for supporting self-regulated learning: enhancing academic outcomes in postsecondary e-learning environments. Journal of Online Learning and Teaching, 9(4), 590-601.