Course Design

The place to start course design is your syllabus. The syllabus is not merely an administrative or a contractual document but is your real opportunity to connect with your students as learner. In the last section, we spent a considerable amount of detail focusing on developing a UDL friendly syllabus. In this section, lets focus on how UDL can transform your overall course design. 

For a podcast-style audio overview of the entire Course Design section, please listen below (captioning available and transcript downloadable under the player):

We discussed UDL principles that reflects and respects the diverse backgrounds and experiences of all students in the last section. In designing the syllabus, we highlighted the importance of embracing cultural inclusivity, and how the format and presentation can resonate with a diverse student body. This is also the case when designing the course. This means developing a course that represents the varied cultural tapestry of the classroom. For instance, the course design could blend communal learning traditions, that invites contributions and mirrors the collective knowledge-building found in many cultures. By thoughtfully designing the course to be culturally inclusive, educators signal their commitment to valuing and integrating the rich array of cultural identities present in their classroom. 

While course design is a larger topic, we start by addressing the how UDL can influence fundamentals of course design such ensuring constructive alignment between the outcomes, assessments and learning tasks, design elements based on course delivery modality and then developing a UDL friendly Moodle shell.    

Understanding Course Design from a UDL-Focus

Overview

Universal Design for Learning (UDL)-focused constructive alignment is an approach that intertwines the principles of UDL with the foundational elements of constructive alignment to enhance educational equity and effectiveness. While constructive alignment ensures that learning outcomes, activities, and assessments are coherently structured to promote effective learning, integrating UDL into this framework takes it a step further by ensuring that these components are designed to accommodate the diverse needs of all learners. This approach emphasizes the importance of creating an inclusive learning environment where each student is given the opportunity to succeed through carefully planned and flexible educational practices. By aligning course components with UDL principles, educators can better support student engagement, comprehension, and expression, ultimately facilitating a more personalized and effective learning experience.  

Constructive alignment (CA) is an intentional design setting out what is the intended concept for students to learn, the learning activities they will engage in, and the learning assessments that will allow them to demonstrate their learning. These three main components set out the “meat and potatoes” of a course and demonstrate how each component is interrelated to each other and works together for the ultimate goal of effective and successful student learning. 

Think of constructive alignment as a stool with three legs. If one of the legs of the stool is misaligned, one cannot use it. Constructive Alignment (CA) hinges on the outcomes-based approach to course and lesson design. It is the process of aligning learning outcomes (LO) with assessments (A) and learning (L) activities designed to deliver a course or a lesson. 

A diagram illustrating the relationship between various educational components. At the top, there is a round table labeled “Course Outcomes,” described as “definable and measurable statements that detail the knowledge, skills, and attitudes learners will demonstrate by the completion of a course (Source: Course Mapping Guide).” Two arrows extend from this table down to two separate stools. The stool on the left is labeled “Course Assessments” with a goal stated as “Aim to evaluate student attainment of course outcomes (Source: Stein & Graham, 2014).” The stool on the right is labeled “Learning Activities” with a goal stated as “Enable students to develop the skills, knowledge, and understanding described by assessments (Source: University of Tasmania, Teaching and Learning).” This image visually represents how course outcomes are supported by both assessments and learning activities in an educational context.
Figure 9 Constructive Alignment, CC BY-NC-SA, Created by Dr. Nishan Perera 
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Constructive alignment arguably supports UDL initiatives as the emphasis is on ensuring that all students will find success in their learning and achieve the course learning outcomes:  

Multiple Means of Engagement: Instructors can design learning activities that cater to different interests and learning styles. 

  • For instance, they could use real-world problems to engage students, or integrate collaborative activities like group projects or discussions.
    • This not only aligns with the CA principle of aligning learning activities with learning outcomes, but also engages students in multiple ways. 

Multiple Means of Representation: Instructors can present information in various formats to cater to different learning preferences.  

  • For example, they could use videos, diagrams, text, or hands-on demonstrations to explain a concept.  
    • This aligns with the CA principle of using varied teaching methods and supports the UDL principle of representing information in multiple ways. 

Multiple Means of Action & Expression: Instructors can provide different ways for students to demonstrate their understanding.  

  • For example, instead of just traditional exams, they could allow students to create presentations, write essays, or develop a project.  
    • This aligns with the CA principle of aligning assessment tasks with learning outcomes and supports the UDL principle of allowing multiple means of action and expression. 

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Constructive Misalignment

Constructive alignment is a core principle in effective course design, ensuring that learning outcomes, teaching methods, and assessments are cohesively linked. When this alignment is absent or flawed, it results in constructive misalignment, which can negatively impact student learning and success. From a Universal Design for Learning (UDL) perspective, this misalignment can undermine the goal of creating an inclusive and supportive learning environment. For example, imagine a three-legged stool where one leg is missing or misaligned; it simply won’t stand. Similarly, a course without proper alignment fails to support all learners effectively. 

The course learning outcome is aligned with learning activities in relation to the complexity of the action verb. But, the assessment is not aligned with the learning outcome or the learning activity. Notice the assessment activity is requiring students to demonstrate a higher order skill that is outside the scope of the learning outcome or what was delivered in the lesson.

Include as a comment to go with this image: “The course learning outcome is aligned with learning activities in relation to the complexity of the action verb. But, the assessment is not aligned with the learning outcome or the learning activity. Notice the assessment activity is requiring students to demonstrate a higher order skill that is outside the scope of the learning outcome or what was delivered in the lesson.”
“Example of Misalignment” by Nishan Perera.  Retrieved from https://tlevents.kpu.ca/mod/lesson/view.php?id=8044&pageid=933
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Constructive misalignments can significantly impact learners, particularly from a UDL perspective. These misalignments can manifest in various ways, disrupting the learning environment and potentially hindering student success. Here are some core impacts constructive misalignments can have on the learner: 

  • Confusion and Misalignment:

    Constructive misalignment can lead to confusion among students. If learning activities or assessment tasks do not align with stated learning outcomes, students may struggle to understand what is expected of them and how to focus their efforts for success (Biggs, n.d.; Roßnagel, Baido, & Fitzallen, 2021) 

  • Limited Skill Development:

    Misaligned assessments may prevent students from developing the full range of skills that the course intends to teach. This limits their overall learning and skill acquisition, which is a fundamental goal of UDL to cater to diverse learning needs (Biggs, n.d.; Roßnagel, Baido, & Fitzallen, 2021) 

  • Surface Learning:

    Without constructive alignment, students may resort to surface learning strategies such as rote memorization. This happens because the assessments may not encourage deep understanding and application of knowledge, leading to superficial learning (Biggs, 2003b; Biggs, n.d.; Roßnagel, Baido, & Fitzallen, 2021) 

  • Inequity in Learning:

    Constructive alignment is essential for ensuring equal learning opportunities. Without it, some students may be disadvantaged, which goes against UDL principles of providing equitable access to learning for all students (Biggs, n.d.; Kuhn & Rundle-Thiele, 2009) 

  • Reduced Motivation:

    Misalignment can demotivate students. If they cannot see the relevance of their learning activities and assessments to the learning outcomes, they may view their tasks as arbitrary or irrelevant, impacting their engagement (Biggs, n.d.; Roßnagel, Baido, & Fitzallen, 2021) 

Designing a course with constructive alignment in mind supports UDL principles by providing a structured framework that accommodates flexible and inclusive teaching strategies. Conversely, UDL supports constructive alignment by ensuring that varied and flexible teaching and assessment methods are inclusive and accessible to all learners, enhancing the effectiveness of constructively aligned course design. Ultimately, these approaches are two sides of the same coin, each reinforcing the other to create a more effective and inclusive learning environment. 

The following section will focus more specifically on the importance of constructive alignment of assessment tasks and learning activities to CLOs. 

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Constructive Alignment

The design of UDL-aligned assessments begins with a clear understanding of the Course Learning Outcomes (CLOs). This understanding guides the integration of diagnostic assessments, which identify student needs and inform tailored instruction (Salvia & Ysseldyke, 2009). Constructive alignment ensures that assessments accurately measure student achievement related to CLOs (Biggs, 2003). 

A flowchart showing the relationship between Course Learning Outcomes (CLOs) and assessments. The diagram includes three CLOs labeled “CLO #1,” “CLO #2,” and “CLO #3.” Each CLO is connected by arrows to a set of assessments. “CLO #1” is connected to “Assessment #1,” “Assessment #2,” and “Assessment #3”; “CLO #2” is connected to “Assessment #4” and “Assessment #5”; and “CLO #3” is connected to “Assessment #6” and “Assessment #7.” This flowchart visually represents how learning outcomes are aligned with specific assessments, indicating how each part of the course contributes to the overall evaluation process.
“Sample Assessment and CLO Alignment” CC BY-NC-SA (2025) Teaching & Learning Commons 
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Diagnostic, formative, and summative assessments play roles in supporting learner variability and measuring progress. Authentic assessments and engagement evaluation are crucial, as they provide real-world relevance and maintain student interest. Regular use of formative assessments and involving students in self-assessment enhance reflection and metacognition (CAST, 2020). The iterative process of assessment design involves continuous feedback and revisions to ensure relevance and effectiveness (Nicol & Macfarlane‐Dick, 2006). 

While designing the assessments, it’s important to integrate the three main principles of UDL – Representation, Action & Expression, and Engagement (CAST, 2018). This ensures that the assessments are accessible and fair to all students, regardless of their learning preferences or abilities. Adherence to these principles further builds student-centred learning by removing possible barriers and building in supports so that all students can find success and achieve the CLO.  

While designing the assessments, it’s important to incorporate the three main principles of UDL – Representation, Action & Expression, and Engagement (CAST, 2018). This ensures that the assessments are accessible and fair to all students, regardless of their learning preferences or abilities. Adherence to these principles further builds student-centred learning by removing possible barriers and building in supports so that all students can find success and achieve the CLO.  

A table with five columns titled “Weight,” “Assessment,” “Course Learning Outcomes,” “In-Class Activity,” and “Out-of-Class or Online Activity.” The table is divided into sections for different time periods: Weekly, Biweekly Quiz, Project – Research Review, 20 Minute Drill (In Class Feedback on Forum Discussion), Final Exam – (MC), and Full Year. Each section has corresponding weights in percentages, assessments like assignments or projects, and defined course learning outcomes such as defining terms central to statistics or explaining the choice, purpose, and interpretation of statistics. The table outlines a syllabus or grading rubric for a statistics course, detailing how each component contributes to the overall grade.
“Alignment Chart” by Clarence Woudsma, reproduced by University of Waterloo, Centre for Teaching Excellence. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/aligning-outcomes-assessments-and-instruction 
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A flowchart diagram titled “Assessment: Types and Path to Learning.” At the top, there is a title box with this text. Below it, three types of assessments are connected by arrows in a triangular formation. The topmost point is labeled “Diagnostic: Assessment before learning,” pointing downwards to a central oval labeled “Learning.” From this central point, two arrows branch out; one points to the left towards a box labeled “Summative: assessment occurs after learning,” and another points to the right towards a box labeled “Formative: assessment occurs during learning.” Both of these boxes have arrows that loop back to the central “Learning” oval, indicating an ongoing process. The diagram uses shades of blue and yellow for its elements and has a white background. This image visually represents different stages of educational assessments and their relationship with the learning process, highlighting how they are cyclically connected.
“Assessment: Types and Path to Learning” by Dr. Patricia Deubel (2024). Retrieved from https://www.ct4me.net/assessment.htm 
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Authentic assessment opportunities should be provided where possible, and engagement is assessed alongside content knowledge. Strategies and supports are integrated to assist learners in overcoming challenges and engaging fully in the assessment process (CAST, 2020). Rubrics with clear expectations should be used for assessment, but also to guide student learning and self-assessment. Involving learners in the assessment of their own progress is a cornerstone of the UDL framework, fostering self-reflection and metacognition (CAST, 2020). 

Assessments should be reviewed and revised regularly based on feedback, ensuring relevance and effectiveness in measuring the CLOs (Nicol & Macfarlane‐Dick, 2006). The assessment design process is also iterative, with summative assessments serving as a reflective tool to inform future design. Wenger, McDermott, & Snyder (2002) suggests establishing communities of practice among educators to help facilitate this reflective process and the continuous enhancement of assessment design. As Green (2014) states, “Assessment is at its most effective when it is an ongoing process rather than a one-time event” (p. 45). Regular feedback and adjustment are key to a successful assessment strategy. 

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Course Modality Considerations

 A significant thought for your course’s assessment design is the course modality – is it in-person, online, or Simultaneous Streaming? It is synchronous, asynchronous, or blended? Depending on your modality, you may find certain assessment types lend themselves to being more impactful than others. Consider for example, Dr. Gerstein’s (2012) experiential learning, flipped-classroom model that is grounded in UDL and in-line with Kolb’s Learning Cycle theory and model. 

UDL and The Flipped Classroom: The Full Picture (2012) Jackie Gerstein, https://usergeneratededucation.wordpress.com/2012/05/29/udl-and-the-flipped-classroom-the-full-picture
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Starting in the upper right quadrant, Experience (educator-generated), and then moving clockwise through What (educator-generated), So What (learner-generated), and then Now What (learner-generated). Along the outer circumference of the circle are targeted, experiential learning-based, teaching and learning activities (TLAs), to support the intended learning: 

  • Experiential Engagement: This phase is about engaging the student on a personal level. It involves introducing learners to the lesson topic and content through sensory-rich, highly-engaging, hands-on, and authentic learning activities. The goal is to provide tasks that allow for active participation, exploration, and experimentation 
  • Concept Exploration: This phase is where videos and other multimedia are utilized to assist students in learning the theoretical concepts related to the content being covered. The aim is to present key concepts in one form of symbolic representation with an alternative form and provide visual diagrams, charts, notations of music or sound to support auditory content and information 
  • Meaning Making: In this phase, learners construct their own meanings and understanding of the experiences, content, and topics covered in the previous phases. They might do this via blogs, vodcasts, podcasts, Edmodo, wikis, and other web 2.0 tools that allow for personal reflection and expression 
  • Demonstration & Application: During this phase, learners demonstrate what they learned during the previous phases and how this learning will transfer to other areas of their lives. They compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture, or video, etc. 

As such, you can see how the core principles of UDL, multiple means of engagement, representation, and action & expression, can easily fit within each phase – and all towards the goal of supporting student learning and demonstration of that learning. 

Synchronous learning occurs at a designated day and time as per the published course timetable and involves real-time interaction between instructors and students. This may include live-streamed lectures, discussions, or question and answer periods. If a course has synchronous components, students and instructors will need to be online during the scheduled days and times.

In synchronous online courses, scheduling becomes a critical factor. The Moodle calendar tool can be used to schedule live sessions, due dates for assignments, and other important events, helping students stay organized and aware of upcoming commitments. Real-time interaction is another key aspect of synchronous online courses. Tools like Zoom and Moodle’s built-in chat function can facilitate real-time interaction during live sessions, which can be used for lectures, discussions, group work, and office hours. 

Active learning is a crucial component of synchronous online courses. Moodle’s quiz function can be used to conduct real-time polls or quizzes during live sessions, making the sessions more interactive and engaging. If your synchronous sessions involve large numbers of students, consider using breakout rooms for small group discussions or activities. Zoom supports breakout rooms, which can enhance the learning experience. 

Not all students may be able to attend every live session due to time zone differences or other commitments. Therefore, it’s a good practice to record live sessions and make them available for later viewing. Zoom and Teams allows sessions to be recorded, ensuring that all students have access to the course content. Timely and constructive feedback is crucial in online learning. Moodle’s assignment tool allows instructors to provide detailed feedback and grades for students’ work, supporting their learning process. 

Finally, keeping students engaged can be a challenge in online courses. Integrating interactive elements such as H5P activities can help keep students engaged and motivated. The key to successful synchronous online instruction is flexibility and responsiveness. Regularly seek feedback from your students and be ready to make adjustments as needed. Remember, the design of your Moodle course should be flexible and adaptable to meet the diverse needs of your students. Regularly review your course design to ensure it continues to meet the needs of your students and aligns with the principles of UDL. 

Designing Moodle courses for in-person synchronous instruction involves leveraging the platform to enhance the live classroom experience. First, in-person synchronous courses benefit from a clear structure. Moodle’s course sections can be used to organize course content by week or topic, with each section containing resources and activities. This structure can provide students with a roadmap of the course, guiding their in-person and independent study time. Regular communication is key in any course, and Moodle’s announcement feature can be used to send messages to all students in the course, and a news forum can be set up for course announcements. This can keep students informed about course updates, upcoming deadlines, and other important information. 

Learning materials should be diverse and accessible both in class and for independent study. Moodle allows for a variety of content types, including text-based resources, videos, and interactive activities like H5P. These materials can be used to supplement in-person instruction, provide additional practice, or offer alternative explanations. Interaction remains crucial in in-person synchronous courses. Moodle’s forum module can be used to facilitate discussions outside of class time, allowing the conversation to continue beyond the classroom walls. This can be particularly useful for clarifying complex topics or for collaborative projects. 

Assessments can be administered both in-person and through Moodle. The platform provides a variety of ways to assess student learning, including assignments, quizzes, or workshops for peer assessment. These can be scheduled to become available at certain times and have deadlines, providing flexibility and convenience for both instructors and students. Feedback is crucial in the learning process. Moodle’s gradebook allows instructors to provide grades and feedback for assignments, quizzes, and other graded activities. This can supplement in-person feedback and provide students with a written record of their progress. 

Remember, the key to successful in-person synchronous instruction is flexibility and responsiveness. Regularly seek feedback from your students and be ready to make adjustments as needed. The design of your Moodle course should be flexible and adaptable to meet the diverse needs of your students. Regularly review your course design to ensure it continues to meet the needs of your students and aligns with the principles of Universal Design for Learning. 

Online blended synchronous courses combine live online sessions and in-person meetings at different times, allowing instructors to leverage the unique benefits of each modality. To ensure a cohesive experience, Moodle can help integrate the two components effectively. Online sessions can introduce foundational concepts, engage students in real-time discussions, or provide opportunities for collaborative work using tools like Padlet or Moodle forums. In-person sessions can then extend these concepts through applied activities, group work, or hands-on learning. 

Course content and assessments should be structured to bridge the online and in-person components, with resources and tasks in Moodle serving as connectors. For example, online preparatory work can lead into in-person discussions, and reflections from in-person activities can be submitted online. Regular communication through Moodle announcements and forums ensures students stay informed and engaged across both formats. Flexibility and responsiveness remain key to adapting the course design to meet student needs and maintain alignment with Universal Design for Learning principles. 

Asynchronous learning occurs within broadly defined timelines and does not require real-time interaction between instructors and students. If a course has asynchronous elements, students will be able to access the relevant course materials at any time but will still need to follow schedules of work and meet deadlines for activities and assignments. Asynchronous activities require students to be more self-directed in reading, watching videos, and completing activities online to achieve the course outcomes, which may feel unfamiliar for students accustomed to classroom-based learning.

In a blended learning environment, one of the key strategies is to use the asynchronous online components of the course to prepare students for the in-person sessions. This could involve introducing new concepts, providing background reading, or setting pre-class tasks. By doing so, in-person class time can be used more effectively for discussions, problem-solving, and other interactive activities. 

After an in-person session, the online components of the course can be used to reinforce and extend learning. This could involve online quizzes to check understanding, discussion forums for follow-up questions, or assignments that allow students to apply what they’ve learned. It’s important to ensure that the online and in-person components of the course are well-integrated and mutually supportive. The online activities should not feel like add-ons, but rather integral parts of the course. 

One of the main benefits of blended learning is the flexibility it offers. While maintaining the structure of the course, allow for flexibility where possible. This could involve offering a range of resources to cater to different learning preferences, or providing options for assignment topics. In a blended course, building a sense of community can be challenging as students are interacting both in-person and online. Using Moodle’s communication tools to facilitate interaction can help build a sense of community among students. 

Finally, it’s important to regularly review your course design and seek feedback from students. This will help you to make necessary adjustments and improvements over time. Remember, the key to successful blended instruction is to leverage the strengths of both in-person and online learning, and to ensure that they complement each other to provide a cohesive and engaging learning experience. 

Designing asynchronous Moodle courses requires a different approach compared to synchronous courses. Asynchronous courses provide flexibility for students to learn at their own pace, which can be particularly beneficial for students in different time zones or those who prefer to learn at their own pace. In Moodle, asynchronous courses can be designed using a variety of tools and features. 

The structure of asynchronous courses should be clear and intuitive. Moodle’s course sections can be used to organize course content by week or topic, with each section containing resources and activities. A variety of learning materials should be provided to cater to different learning preferences, including text-based resources, videos, and interactive activities like H5P. Interaction is still important in asynchronous courses, and Moodle’s forum module can be used to facilitate discussions. 

Assessments are a crucial part of asynchronous courses, and Moodle provides a variety of ways to assess student learning, including assignments, quizzes, or workshops for peer assessment. Timely and constructive feedback is also important, and Moodle’s gradebook allows you to provide grades and feedback for assignments, quizzes, and other graded activities. 

Regular communication is key in an asynchronous course. Moodle’s announcement feature can be used to send messages to all students in the course, and a news forum can be set up for course announcements. Remember, the key to successful asynchronous online instruction is flexibility and responsiveness. Regularly seek feedback from your students and be ready to make adjustments as needed. The design of your Moodle course should be flexible and adaptable to meet the diverse needs of your students. Regularly review your course design to ensure it continues to meet the needs of your students and aligns with the principles of Universal Design for Learning.  

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Moodle Site Design 

Kwantlen Polytechnic University (KPU) uses Moodle as its primary learning management system (LMS) to support face-to-face (F2F) courses in addition to digital learning environments offered partially or fully online. KPU is committed to Universal Design for Learning (UDL) and it was specifically mentioned in KPU’s 2018 Academic Plan. 

When designing a Moodle course, it’s important to apply the principles of Universal Design for Learning (UDL) to create an inclusive and accessible learning environment. However, the specific strategies and tools used may vary depending on the modality of the course. Whether the course is delivered synchronously online or in-person format, each modality presents unique opportunities and challenges. The following sections provide specific considerations for designing Moodle courses for each of these modalities, while maintaining a focus on flexibility, engagement, and responsiveness to meet the diverse needs of all students. 

At Kwantlen Polytechnic University, you have access to one of five different templates for your Moodle course shell. While all of these pre-templated formats can help you with the organization and layout of your course, you might find one is particularly better suited to your needs than others. KPU’s Moodle installation is WCAG 2.1 AA compliant, though optimizing accessibility for students using Moodle is dependent on the approaches KPU instructors use when creating their courses, including the design of Moodle resources and activities, which directly impact the accessibility of individual courses. 

This resource provides an overview of each Moodle template format, its alignment with Universal Design for Learning (UDL) principles, and some suggestions for addressing potential accessibility challenges to support faculty in the design of their Moodle course site(s).  

Check out the following blog:
Maximizing the LMS with Moodle Templates

This format, which organizes content on a weekly basis with defined start and end dates, offers a structured and predictable learning path. This format benefits consistency-loving learners, supports scheduled live sessions in synchronous courses, and allows self-paced progress in asynchronous ones. This clear structure and timeline not only aid students in time management and planning – key executive functioning skills – but also cater to those who require a stable routine. While this clear structure aids time management and planning, it may challenge students needing extra time to grasp concepts due to its fixed nature. The weekly format is user-friendly and accessible, though scrolling through weeks could be a minor hurdle for some students. 

Supporting UDL UDL Stretches UDL Suggestions 
This format provides a clear structure and timeline, which aids in time management and planning. It’s especially beneficial for synchronous courses that have scheduled live sessions. However, it’s less flexible for students who need more time. This format involves linear scrolling to navigate content which can be a challenge for some students.  Provide alternative timelines or pacing guides for students. Consider using a progress bar or checklist to help students track their progress through the course (enabled through activity tracking) 

The Onetopic format organizes each subject into individual tabs, reducing cognitive load by allowing learners to focus on one topic at a time. In asynchronous courses, this aids independent exploration. On the other hand, in synchronous and blended courses, it necessitates instructors to steer learners to the appropriate tab during live sessions. The Onetopic format focuses on one topic at a time, reducing cognitive load and benefiting students with attention difficulties. It encourages in-depth exploration, potentially enhancing comprehension and retention. However, switching between tabs may pose a challenge for some students. 

Supporting UDL UDL Stretches UDL Suggestions 
This format focuses on one topic at a time, reducing cognitive load and allowing for an in-depth exploration of each topic. It’s suitable for asynchronous courses. However, it requires students to navigate between tabs, and instructors must guide learners to the appropriate tab during live sessions. This might be difficult for students who prefer to see the “big picture” or the connections between different topics. Provide clear navigation instructions or alternative ways to access content. Provide a course map or conceptual framework at the beginning of the course that outlines how each topic is interconnected. Consider posting a video “tour” of the site, and/or giving a “tour” of the site in class. 

This format organizes topics as interactive tiles within a grid, creating a visually structured method for learners to navigate course content. It effectively supports all course types (synchronous, asynchronous, and blended) by providing an orderly and visually stimulating way to access diverse learning materials. While highly advantageous for visual learners, it also reduces cognitive load by displaying one tile at a time. Including images or icons further enhances memory and comprehension. However, to ensure accessibility, alternative text should accompany each tile for students with visual impairments 

Supporting UDL UDL Stretches UDL Suggestions 
This format is highly visual, which can be advantageous for visual learners. It reduces cognitive load by presenting one tile at a time and can enhance memory and understanding through the use of images or icons. However, this format might not be as effective for students with visual impairments due to its reliance on visual cues.  Use alternative text (alt text) for each tile to ensure accessibility. Consider using descriptive labels or audio descriptions for each tile. 

This format allows toggling topics on and off, minimizing clutter and cognitive load. In asynchronous courses, learners can focus on one topic at a time. For synchronous and blended courses, instructors guide learners to expand relevant topics during live sessions. By permitting collapsible topics, this format caters to overwhelmed students and facilitates focused study. However, it necessitates an additional action – clicking to expand – to access the content, which could potentially pose a challenge for some students. 

Supporting UDL UDL Stretches UDL Suggestions 
This format reduces clutter and cognitive load by allowing topics to be collapsed, enabling students to focus on one topic at a time. It’s ideal for asynchronous courses. However, it requires an additional action from users (clicking to expand) to access content. Plus, instructors must assist learners in navigating through expanding relevant topics during live sessions.  Provide alternative ways to access content or clear instructions on how to navigate the course. Consider using expand-all/collapse-all buttons or keyboard shortcuts for easier navigation. 

Remember, the choice of format can significantly impact the learning experience. It’s essential to include multiple methods of engagement, representation, and action/expression, as advocated by UDL principles. Depending on the course type – be it synchronous, asynchronous, or blended – each format has its unique advantages and potential challenges.  
 
From providing a structured timeline to minimizing cognitive load, or offering a visually engaging approach, the choice of format should cater to the diverse needs and preferences of your learners. This not only enhances motivation and engagement but also promotes effective learning. While considering the specific requirements of your learners and the nature of the course content, remember to offer flexibility where possible. Regardless of the chosen format, ensure your course design fully embodies UDL principles, providing an inclusive and effective learning environment for all. For example, all courses should provide content in multiple formats (videos, readings, audio casts) to engage diverse learners and ensure the content is accessible by providing corresponding transcripts, captions and alternative text for visuals that convey or complement information.   
 
The following table provides a summary and overview of the previous content, as well as some UDL-based suggestions associated with potential challenges specific to a given format.

  

Supporting UDL UDL Stretches UDL Suggestions 
This is the most flexible format that allows for diverse content representation. It supports UDL principles by providing multiple means of representing information. This format enables learners or instructors to select topics in non-linear ways but may result in long scrolling pages if there are numerous topics within the course. This could potentially pose challenges for some students.  Provide a table of contents or clear navigation instructions. Consider pagination or a search function to help students find specific topics more easily. 

To download the Moodle Templates information, please click the button below.

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Moodle Site Elements

Moodle Site Features and Functionality Supporting UDL 

There are a number of Moodle features and elements that can be leveraged within your course from a UDL-supported perspective. You may notice that a number of these practices and approaches are not specific to Moodle, but evidence-based instructional practices too: 

  1. Formative Assessments: UDL encourages providing learners with different ways to express what they know. In Moodle, you can use the quiz activity or H5P activities to provide formative assessments that give students feedback on their learning progress (Centre for Teaching and Learning, n.d.). This aligns with the UDL principle of multiple means of action and expression. 
  2. Personalized Learning Paths: UDL emphasizes the importance of meeting learners where they are – in Moodle, you can use the conditional activities feature to create personalized learning paths (Mezzanotte, 2022). This allows students to progress through the course based on their performance and understanding, aligning with all three UDL principles. 
  3. Collaborative Learning: UDL encourages fostering community and collaboration. In Moodle, you can use the group work features to facilitate collaborative learning. This can enhance social interaction and peer learning, aligning with the UDL principle of multiple means of engagement (Fry, 2021a; Centre for Teaching and Learning, n.d.) 
  4. Prompt and Constructive Feedback: UDL encourages providing timely and constructive feedback; in Moodle, you can use the grading and feedback features to provide students with prompt and constructive feedback (Fry, 2021a). This can help students understand their progress and what they need to improve, aligning with the UDL principle of multiple means of action and expression. 
  5. Integrate Real-World Scenarios: UDL encourages making learning relevant and authentic. In Moodle, you can use the lesson module to create real-world scenarios that make learning more relevant and engaging (Fry, 2021a). This aligns with the UDL principle of multiple means of engagement. 
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Here are the Moodle Activity and Resources tools available that you can use to support the design of your Moodle course shell.

Moodle Activity and Resources

Discipline-Specific UDL Moodle Considerations 

Disciplines might leverage various Moodle capabilities to enhance learning experiences, aligning with UDL principles in different ways. Here are some examples: 

These disciplines often involve complex concepts and procedures. Moodle’s multimedia capabilities can be used to present content in multiple formats, such as video demonstrations of experiments or simulations. Interactive quizzes can be used to assess understanding of key concepts. 

These subjects often require practice and problem-solving. Moodle’s quiz module can be used to provide formative assessments, giving students feedback on their progress. Real-world scenarios can be integrated into problems to make learning more relevant and engaging. 

These disciplines often involve discussion and critical thinking. Moodle’s forum and wiki modules can be used to facilitate online discussions, promoting active learning and engagement. Multimedia capabilities can be used to present diverse resources, such as historical documents or literary audio readings. 

These subjects often involve analysis of case studies and theories. Moodle’s lesson module can be used to create real-world scenarios, making learning more relevant and engaging. The forum module can be used to facilitate discussions on different theories or case studies. 

These disciplines often involve coding and problem-solving. Moodle’s assignment module can be used for students to submit coding assignments. The quiz module can be used for formative assessments, giving students feedback on their understanding of programming concepts. 

These subjects often involve the application of theories to real-world scenarios. Moodle’s lesson module can be used to create business scenarios, making learning more relevant and engaging. The forum module can be used to facilitate discussions on different business strategies or economic theories. 

These disciplines often involve creativity and visual presentation. Moodle’s assignment module can be used for students to submit creative projects. Moodle’s multimedia capabilities can be used to present visual resources, such as art history images or design examples. 

next Accessible Design

Moodle Site Accessible Design 

Accessibility: UDL emphasizes the importance of making learning experiences accessible to all learners. In Moodle, this can be achieved by providing alt text for images, ensuring color contrast for visibility, and making sure all content is accessible with screen readers. This aligns with the UDL principle of multiple means of representation, which encourages presenting information in different ways. 

  1. Flexible Content Presentation: UDL encourages presenting information in different ways. In Moodle, you can use multimedia capabilities to present content in multiple formats (text, video, audio, etc.). This caters to different learning preferences and abilities, aligning with the UDL principle of multiple means of representation (Fry, 2021b; Mezzanotte, 2022; Learning and Teaching Support and Innovation, 2023; Centre for Teaching and Learning, n.d.). 
  2. Interactive Learning Activities: UDL emphasizes the importance of engaging learners in different ways. In Moodle, you can integrate interactive activities such as quizzes, forums, and wikis to engage students and cater to different learning styles (Fry, 2021a). This aligns with the UDL principle of multiple means of engagement. 
  3. Clear Navigation and Structure: UDL emphasizes the importance of making information perceptible. In Moodle, ensuring your course has a clear and intuitive structure can help reduce cognitive load and make it easier for students to navigate the course (Fry, 2021b; Centre for Teaching and Learning, n.d.). This aligns with the UDL principle of multiple means of representation. 
  4. Consistent Layout and Design: UDL encourages reducing unnecessary complexity. In Moodle, keeping the layout and design of your course consistent can help students know what to expect and where to find information (Mezzanotte, 2022; Centre for Teaching and Learning, n.d.). This aligns with the UDL principle of multiple means of representation. 

Here are additional resources to support accessibility: 

Technology Accessibility to Support Learning

This site includes guidance on Moodle, PebblePad, Media Creation, Conferencing Tools, Documents, and Design Considerations 

See the specific section for Moodle 

Click Here
Ensuring Accessible Course Materials course 

Focuses specifically on accessible design of course and materials 

Click Here
Accessibility Toolkit – 2nd Edition 

Pressbook

Click Here


Check for Success 

As you strive to create an inclusive and supportive learning environment, it’s important to regularly reflect on and assess your course design for alignment with Universal Design for Learning (UDL) principles. Just as we provided some suggested rubrics for self-reflection on your syllabus design, this section is dedicated to helping you self-check and evaluate your course design to ensure it is UDL-friendly. 

Additional Resources:

To assist you in this process, we provide two valuable resources that you can use: the UDL Progression Rubric and the UDL Implementation Rubric. These tools are designed to guide you in examining various aspects of your course, ensuring that they meet the diverse needs of all learners. 

UDL Progression Rubric 

Based on the CAST UDL Guidelines (2018), Katie Novak and Kristan Rodriguez (2018) developed the UDL Progression Rubric. The rubric uses the nine guidelines (3 for each Engagement, Representation, and Action & Expression) as criteria, uses “Emerging,” “Proficient,” and “Progressing Toward Expert Practice” as the scale, and outlines practices and strategies for implementing and aligning within UDL for the performance indicator language. 

Here is the link to the rubric:

UDL_Progression_Rubric_FINAL_Web_REV1Download

This rubric provides a great opportunity to critically reflect your course design from a UDL-perspective that focuses on supporting successful student learning. 

UDL Implementation Rubric 

Based on the CAST’s UDL Progression Rubric,  Melissa Toland (2019) developed the UDL Implementation Rubric – a more simplified and streamlined version. This rubric has three criteria to match the three principles,  and then follows a 5-point scale for “UDL Explorer, UDL Novice, UDL Intermediate, UDL Advanced, and UDL Idol.” Each of the performance indicators are a bit more broad as a result and speaks more to an instructor’s teaching and learning philosophy in supporting and implementing UDL principles into their course. 

The image displays a rubric titled “UDL Implementation Rubric” by Metiri Group. It is divided into five columns, each representing different levels of implementation: UDL Explorer, UDL Novice, UDL Intermediate, UDL Advanced, and UDL Idol. Each column contains descriptions of practices at that level across three categories: Provide Multiple Means of Engagement, Provide Multiple Means of Representation, and Provide Multiple Means of Action & Expression. The rubric is designed to assess the implementation of Universal Design for Learning (UDL) principles within educational settings. The content in the image is not a math or homework problem but rather a qualitative assessment tool.
Figure 8 “UDL Implementation Rubric” by Melissa Toland (2019). Retrieved from https://www.novakeducation.com/blog/udl-implementation-rubric 
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UDLing into Practice

Scenario 1

Self-Reflection & Application 

Reflecting on your own Moodle course shell, consider what you are currently doing to support Universal Design for Learning (UDL). Identify specific strategies you have implemented. Plan what you will include going forward to enhance your course further, leveraging features of Moodle and supporting the principles of UDL. Your goal is to ensure an inclusive, engaging, and effective learning environment that caters to the diverse needs of all learners. 

Scenario 2

Modernizing an Old Moodle Course Shell 

Consider a hypothetical course, within your disciple, that previously underutilized its Moodle shell, primarily just hosting links and attachments. Students found it difficult to engage with the content and lacked motivation. Your task is to modernize the course shell, making it more dynamic and interactive. Begin by evaluating the current setup, identifying areas where the course falls short in terms of engagement and accessibility. Develop a plan to integrate UDL principles, leveraging Moodle features for student success. 

Scenario 3

Designing a New Moodle Course Shell 

Imagine you have been asked to design a new Moodle course (within your discipline) shell and need to ensure the course integrates diverse instructional activities and accommodates the diverse needs of learners. What strategies and tools would you employ to create a dynamic and inclusive learning environment? How will you leverage the styles and features of Moodle to align with the principles of UDL in supporting your students? Outline your plan for success, providing specific details about which template and features you would recommend and why. The intention of your approach is to foster overall learner success by promoting engagement, understanding, and practical application of knowledge.  

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