International Review of Research in Open and Distance Learning
ISSN: 1492-3831
Volume 11, Number 2.
May 2010
Universal Instructional Design Principles for
Moodle
Tanya Elias
Athabasca University, Canada
Abstract
This paper identifies a set of universal instructional design (UID) principles appropriate to
distance education (DE) and tailored to the needs of instructional designers and instructors
teaching online. These principles are then used to assess the accessibility level of a sample online
course and the availability of options in its LMS platform (Moodle
TM
) to increase course
accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to
Moodle users, though relatively few features were included in the sample course analysed. This
may be because they have not been made available to instructors at the institutional level. The
paper offers a series of recommendations to improve the accessibility of online DE to learners
with diverse abilities, disabilities, and needs.
Keywords: Universal instructional design; distance education; learning management systems;
Moodle
Universal Instructional Design Principles and Distance Education
DE students may face a variety of physical, learning, psychological, visual, and hearing
challenges (Moisey, 2004). As well, the nature of contemporary online DE presents other unique
types of diversity challenges. Students studying at a distance are often in diverse geographic
locations, physically isolated from one another, the institution, and their instructors. Students
also demonstrate diversity in their study schedules, timelines, and work and family commitments,
all of which affect their availability to study. Moreover, differences exist in their technical skills
and levels of online connectivity. Universal instructional design (UID) principles have been
developed in order to generate products and services appropriate to the widest range of diversity
(Burgstahler, 2001; Council for Exceptional Children, 2005), and it is instructive to examine the
extent to which standard online learning management systems (LMS) have made use of these
principles.
Universal Instructional Design Principles for Moodle
Elias
Burgstahler (2007) describes UID as:
the design of instructional materials and activities that make
the learning goals achievable by individuals with wide
differences in their abilities to see, hear, speak, move, read,
write, understand English, attend, organise, engage, and
remember. Universal design for learning is achieved by means
of flexible curricular abilities. These alternatives are built into
the instructional design and operating systems of educational
materials they are not added on after-the-fact. (p. 1)
Thus, when online learning is designed using these principles, the resulting products and
environments meet the needs of potential users with a wide variety of characteristics. In a
graduate course text forum attended by this writer, Baggaley explained,
The ultimate acid test of online software is its ability to cater to
users with disabilities. Software which effectively serves their
needs could just be the best software for all users. A case in point
is iVocalize, an audio-conferencing software designed by a
disabled designer for others with similar hurdles, which is quite
simply the most user-friendly audio-conferencing software I
have encountered. (Personal communication, October 8, 2009)
UID features make learning more accessible to learners with disabilities, and these can be useful
to diverse learners. In the case of open source learning management systems, these features are
openly available for customisation.
Based on the existing principles of UID (Connell et al., 1997; Scott et al., 2002), the current study
identified a set of eight UID principles tailored to DE. Only one of the original UID principles
(size and space for approach and use) was removed from this list. Otherwise, the existing UID
principles and their accompanying definitions required only minor revisions to reflect the types of
diversity found among online distance learners.
Eight UID Principles Tailored to Distance Education
1. Equitable use. The design is useful and accessible for people with diverse abilities and in
diverse locations. The same means of use should be provided for all students, identically
whenever possible or in an equivalent form when not.
2. Flexible use. The learning design accommodates a wide range of individual abilities,
preferences, schedules, and levels of connectivity. Provide the learners with choice in
methods of use.
111
Universal Instructional Design Principles for Moodle
Elias
112
3. Simple and intuitive. The course interface design is easy to understand, regardless of the
users experience, knowledge, language skills, technical skills, or current concentration
level. Eliminate unnecessary complexity.
4. Perceptible information. The design communicates necessary information effectively to
the user, regardless of ambient conditions or the students sensory abilities.
5. Tolerance for error. The design minimises hazards and adverse consequences of
accidental or unintended actions.
6. Low physical and technical effort. The design can be used efficiently and comfortably
and with minimal physical and mental fatigue.
7. Community of learners and support. The learning environment promotes interaction
and communication among students and between students, faculty, and administrative
services.
8. Instructional climate. Instructor comments and feedback are welcoming and inclusive.
High expectations are espoused for all students.
In developing this list of DE-related UID principles, two prime questions arose:
1) What strategies and tools are currently available to implement the principles?
2) Are available tools and strategies being used currently to enhance efficient accessibility?
Methodology
The above principles and a review of accessibility-related product lists and literature (Adaptive
Technology Resource Centre, 2010; Special Needs Ontario Window, 2010; Resource Support
Centre, n.d.; Council for Exceptional Children, 2005) generated 40 categories of online course
accessibility for the study (see Table 1).
Table 1
Universal Instructional Design Principles and Categories of Online Course Accessibility
UID principle Categories of online course
accessiblity
Equitable use
1) All content online
2) Anywhere Anytime
3) Translator
Flexible use
4) Mind maps/diagram displays
5) Conferencing tools
Universal Instructional Design Principles for Moodle
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113
6) Video/audio presentation tools
7) Slide presentation tools
8) Video/audio assignment tools
9) Links to additional information
10) Choice of study topics/ assignments
Simple and intuitive use
11) Resume course
12) Simple interface
13) Direct link to new posts
14) Easy-to-navigate menus
15) Books
16) Searchable forums
17) Searchable content
18) Mobile interface
19) Text-only interface
20) Offline resources
Perceptible information
21) Screen preferences, font size, masking,
colours
22) Screen/document readers
23) Text-to-speech
24) Screen/cursor magnifiers
25) Transcription
26) Captions
Tolerance for user error
27) Ability to edit after posting
28) Confirmation before sending
assignments
29) Warnings when leaving course site
Technical and physical effort
30) Voice recognition
31) Word prediction
32) Built-in assistive technologies
33) Limited use of external links
34) Embedded multimedia/ assistive
technologies
35) Browser capability checker
Learner community and support
36) Study group
37) Links to support services
Instructional climate
38) Involvement in discussion forums
39) Regular email contact with students
40) Availability for one-on-one
consultation
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A sample online course was then examined in relation to its current level of accessibility in these
categories. The course was Introduction to Educational Technology, an online graduate course at
Athabasca University (AU) in Canada, delivered using the popular open source LMS, Moodle
TM
.
The student population of the sample course was comprised of adult learners with diverse
abilities, learning styles, schedules, and geographic locations. This study reviewed the course site
and its learning materials and included interviews with students and the course teacher during the
fall 2009 semester. Analysis of the course websites features was encouraged by the instructor in
the interests of improving the site via formative evaluation. At the time of the analysis, version
1.92 of Moodle was being used at AU; since then, it has been upgraded to version 1.97.
Using the same accessibility categories, the wider range of features available in Moodle, though
not necessarily used at AU, was considered. The Moodle.org website indicates that there are
currently over 49,000 registered Moodle sites in 210 countries with over 34 million users
(Moodle, 2010). As an open source product, Moodle is flexible in its customisations, and its use
is limited by the knowledge, learning, resources, and innovative spirit of its users rather than by
the proprietary rights of vendors (Weber, 2003). Batpurev et al. (2009), in a study of Moodles
use in Mongolia, found that its feature-richness was one of Moodles best attributes. In April
2010, the Moodle.org community site offered 632 modules and 131 themes for customising
various facets of the learning environment. The current analysis assigned each module to an
accessibility category based on a reading of the summaries of each module and theme. It is
emphasised that the quality of the modules was not assessed. Moreover, the Moodle (2010) site
carries the following disclaimer:
WARNING: Please be aware that some of these items
have not been reviewed, and the quality and/or
suitability for your Moodle site has not been checked.
The modules here may have security problems, data-loss
problems, interface problems or just plain not work.
Please think carefully about maintenance before relying
on contributed code in your production site, as some of
this code may not work with future versions of Moodle.
Therefore, the current analysis does not attempt to assess the actual quality of the Moodle
modules or to encourage the use of specific modules or themes. It provides instead an overall
impression of the types and number of available modules in order to illustrate the potential for
improving access to online course platforms generally.
Formative Evaluation Results and Recommendations
A substantial number of assistive technologies and multimedia options have been integrated into
Moodle modules. It was determined that a series of standard product features (v. 1.7 and above),
as well as 121 modules and themes, have the potential to enhance the accessibility of online
courses. The features and modules were identified as meeting 79% of the UID accessibility
Universal Instructional Design Principles for Moodle
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115
criteria relevant to online learning. Relatively few accessibility-related Moodle modules were
integrated into the sample online course, which demonstrated implementation of only 26% of the
accessibility categories. This was due to the limited availability of these modules in the default
Moodle platform made available to instructors institutionally (Baggeley, personal
communication). Most of the categories represented in the sample course related to the
application of pedagogical strategies using standard Moodle features.
Based on these findings, a series of recommendations for supporting the implementation of the
UID principles for DE has been developed, relating to the customisation and use of LMS
technologies. The recommendations emphasise the integration of pedagogical strategies and
technical tools in online education in order to meet the diverse abilities, disabilities, and needs of
online learners more efficiently.
Equitable Use
According to the UID principles for DE, course design should facilitate equitable use. The design
must be useful to and accessible by people with diverse abilities and in diverse locations (Table
2).
Table 2
Availability of Moodle Modules Serving the Equitable Use Principle
Equitable use Available in
Moodle?
Used in sample
course?
Number of modules
All content online Y Y Standard feature
Anywhere Anytime Y Y Standard feature
Translator Y N 4
Recommendations.
Put content online. Online files should be directly accessible by screen reader, text-to-
speech, and screen preferences programs, which make content more accessible, and
eliminate the need to adapt textbooks.
Provide translation. Language barriers present a problem for many learners. The
incorporation of translation modules can help learners for whom English is a foreign
language. Four Moodle modules incorporating Google translation features were
identified.
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116
Flexible Use
UID principles relevant to DE also prescribe flexible use. Course design should accommodate a
wide range of individual abilities, preferences, schedules, levels of connectivity, and choices in
methods of use (Table 3).
Table 3
Availability of Moodle Modules Serving the Flexible Use Principle
Flexible use Available in
Moodle?
Used in sample
course?
Number of modules
Links to additional information Y Y Standard feature
Choice of topics/ assignments Y Y Standard feature
Conferencing tools Y Text only 22
Audio/video presentation tools Y External only 15
Slide presentation tools Y External only 4
Audio/video assignment tools Y N 8
Mind maps/ diagram displays Y N 5
Recommendations.
Make synchronous sessions optional. Asynchronous delivery allows students the
flexibility to set diverse study schedules. Synchronous activities can be offered as
options, or scheduled in small groups to meet scheduling needs. In addition, recordings
of synchronous sessions can be made available to students who cannot attend live
sessions. Students can also be given choice with respect to the content studied.
Present content and accept assignments in multiple formats. Multimedia tools can be
used to present content and assignments in multiple forms, providing the learner with
flexibility and choice. Graphical representation of concepts using mind maps and
diagrams increases the flexibility in use and is an excellent and available method to
increase content accessibility. Learners with sensory disabilities, learning disabilities,
and diverse learning styles can all benefit from content presented in redundant forms.
These tools, however, should be integrated directly into the LMS (an issue revisited
under the tolerance for error principle). Thirty-two Moodle modules are available
currently to enable a variety of multimedia presentations.
Offer choice and additional information. Offering links to additional information and
choices of assignments and topics of study allows learners to be more active participants
in the process. It also allows them to meet course requirements in a way that is best
suited to their individual abilities, disabilities, and needs.
Universal Instructional Design Principles for Moodle
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Simple and Intuitive Use
In accordance with UID principles for DE, unnecessary complexity should be eliminated and
course design should be simple and intuitive. The sample course demonstrated a typical weakness
of the Moodle interface, the need to scroll through long lists to reach current information, such as
new discussion posts. (Table 4).
Table 4
Availability of Moodle Modules Serving the Simple and Intuitive Principle
Simple & intuitive Available in
Moodle?
Used in sample
course?
Number of
modules
Searchable forums Y Y Standard feature
Books Y Y 3
Searchable content Y N 2
Easy-to-navigate menus Y N 19
Simple interface Y N 8
Direct link to new posts Y N 6
Resume at log-off place Y N 3
Mobile interface Y N 3
Offline resources Y N 2
Text-only interface N N 0
Recommendations.
Simplify the interface. The Moodle interface could be simplified by offering a series of
buttons that link learners directly to the following: 1) the current week of study, 2) new
discussion posts, and 3) the last log-off place. No scrolling would be required. From this
simple interface, students could quickly and easily navigate course sites using
organisational options in available Moodle modules to simplify access to content via
collapsible menus and tabs. Finding information in course sites could also be improved
by using enhanced search features. Although searchable discussion forums are a standard
feature in Moodle, searchable course content is not comprehensive. Such improvements
would be beneficial to those with sensory disabilities and attention and memory
problems, as well as to distracted, busy adult learners generally.
Offer text-only, mobile, and offline options. The current Moodle interface and other
course resources are effective for online learners with fast Internet connections. In areas
that lack high-bandwidth connections, however, Moodles loading speed creates a barrier
to access. Some Canadian learners, such as those in the sample course and millions of
potential learners in developing countries with low-bandwidth conditions, are restricted
to dial-up Internet service (Baggaley, 2007; Batpurev et al., 2009). Simplified and
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mobile interfaces are currently available in Moodle. Although a text-only interface was
not located among the modules and themes of the Moodle website, open source software
(e.g., WebbIE) is available to translate websites into text-only interfaces. The existence
of these open source products demonstrates the ability to increase accessibility by
simplifying and improving the intuitiveness of course sites. Learners struggling with low
levels of Internet connectivity might also benefit from course materials in offline formats
(Batpurev et al., 2009).
Perceptible Information
S
m
creen and font preferences, text-to-speech, screen readers, captions, and screen/cursor
agnifiers can ensure that all learners have access to perceptible information (Table 5).
Table 5
Availability of Moodle Modules Serving the Perceptible Information Principles
Perceptible information Available in
Moodle?
Used in sample
course?
Number of
modules
Screen preferences, font size, masking,
colours
Y Limited 3
Captions Y N 3
Text-to-speech Y N 1
Screen/document readers N N 0
Screen/cursor magnifiers N N 0
Transcription N N 0
Recommendations.
Incorporate assistive technologies. Although external assistive technologies can be used
in conjunction with online course materials, these tools should be integrated into the LMS
itself, according to the principles of UID (Council for Exceptional Children, 2005).
Many of these features already exist in multiple Moodle modules and themes.
Add captions, descriptors, and transcriptions. Video- and audio-conferencing can present
a significant obstacle to accessibility. Moisey (personal communication, November 20,
2009) indicates: You can go over the recording afterward if you need toand you can
boost the volume, but other than that, there is really no way of making it more accessible
for students who are hearing impaired. Poor connections and language barriers can be
exacerbated by LMS features. A conferencing system with transcriptions would help to
make conference recordings more searchable for all users. Captions and transcription, for
which no existing modules were located in Moodle during this analysis, are available in
Universal Instructional Design Principles for Moodle
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other open source software (Resource Support Centre, 2010) and should be considered in
order to improve the accessibility of online course platforms generally.
Tolerance for User Error
UID principles also minimise hazards and adverse consequences of errors in software operation
by designing learning environments with a tolerance for error (Table 6).
Table 6
Availability of Moodle Modules Serving the Tolerance for User Error Principle
Tolerance for error Available in
Moodle?
Used in sample
course?
Number of
modules
Ability to edit after posting Y Y Standard feature
Confirmation before sending
assignments
N Text only 0
Warnings when leaving course site N Text only 0
Recommendations.
Allow students to edit their posts. Incomplete and incorrect discussion posts can be
accidently uploaded by students. If they have been composed outside the Moodle site,
their appearance can change after being uploaded. Allowing learners to correct such
mistakes is essential because it supports learner confidence in the use of the technology.
Issue warnings using text and sound. Resources used by users outside the course website
might not be as benign as those within the course site. Notes in the course materials
should identify and warn students about potential risks. Leaving the course website
without logging out, for example, can expose users to security risks, especially if they are
required to enter personal information to access the online software. Students who are
less technologically aware can be vulnerable to identity theft, phishing, unwanted
marketing, and computer viruses. Text-only warnings about such risks and critical
announcements about assignments can be overlooked by students, and their importance
could be stressed by the use of images and sound. A pop-up window and ping sound
to warn students that they are about to leave the course site, for example, would make the
site more error-tolerant.
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Technical and Physical Effort
Ideally, online learning should require a low level of technical and physical effort compared with
on-campus learning. Issues related to physical effort, however, should still be considered when
designing online learning (Table 7).
Table 7
Availability of Moodle Modules Serving the Low Technical and Physical Effort Principle
Low technical & physical effort Available in
Moodle?
Used in sample
course?
Number of
modules
Built-in assistive technologies Y N Many
Limited use of external links Y N Many
Embedded multimedia/ assistive
technologies
Y N Many
Browser capability checker Y N 1
Voice recognition N N 0
Word prediction N N 0
Recommendations.
Consider issues of physical effort. Long periods of typing can create physical discomfort
and reduce hand mobility. Assistive technologies, including voice recognition and word
prediction, would help to meet the diverse needs of students, including those who are not
normally disabled.
Incorporate assistive technologies and multimedia, and embed links. Although online
course materials can be accessed using external assistive technologies, their use is likely
to lead to higher levels of mental fatigue if they are not integrated into the course
platform. For example, if the text size in a discussion forum reply box cannot be
increased, a visually impaired student may have to 1) increase the size of the text, 2) copy
it into external word-processing software, and 3) return to the Moodle site to paste it in
the box for uploading. Extensive use of external links and external programs in this way
increases the technical effort required by all users. Integrating available Moodle modules
to enable the use of sound and video and other assistive technologies built directly into
the course site can help to reduce the physical and mental fatigue of online learners.
Include a way to check browser capabilities. A useful optional Moodle module is a
browser capability checker. At the beginning of a course, the students can be given a list
of required and optional plug-ins and other software to access course materials. The
checker then indicates the products correctly installed with a green check mark. Helping
Universal Instructional Design Principles for Moodle
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121
students to identify technological requirements at the beginning of a course could save
them from technical frustration later on.
Learner Community and Support
The use of discussion forums in LMS-mediated online courses results in a sense for learners of
community and support (Table 8).
Table 8
Availability of Moodle Modules Serving the Community of Learners and Support Principle
Community of learners &
support
Available in
Moodle?
Used in sample
course?
Number of
modules
Links to support services Y Small font Standard feature
Study group Y Limited 2
Recommendations.
Provide study groups and tools. The development of a sense of community outside the
online class environment, however, can often be limited. Several available Moodle
modules enable students to study together and to share marked-up text with one another.
Such features can help to develop a sense of purpose and cohesiveness among small
groups and can enable learners with diverse needs and disabilities to feel like less of a
burden to the group. Developing stronger ties among learners in this way could also
create a peer support network for solving technical problems, for example, when no other
assistance is available.
Provide easy-to-find links to support services. Links for students to services, including
administration, library, and other supportive services, need to be accessible to online
students directly from the LMS in a way not necessary on-campus. Links to these
services should be prominently and consistently placed on every course page. Therefore,
when considering a simplified interface, course developers should also consider the font
size and placement of these links.
Instructional Climate
The UID principle instructional climate concentrates specifically on the impact of the instructor
delivering a course as opposed to the course design (Table 9).
Universal Instructional Design Principles for Moodle
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Table 9
Availability of Moodle Modules Serving the Instructional Climate Principle
Instructional climate Available in
Moodle?
Used in sample
course?
Number of
modules
Involvement in discussion
forums
Y Y Standard feature
Availability for one-on-
one consultation
Y Y Standard feature
Regular email contact with
students
Y Y 7
Recommendations.
Encourage instructors to make contact and stay involved. Course instructors must be
highly engaged in the discussion forums, and they must make posts that clarify, ask
questions, and focus the discussion on important topics in a way that fosters learning and
creates high expectations for all learners in an atmosphere of inclusivity. The instructor in
the sample course also sent private email announcements to students on a regular basis.
Regular contact through the use of group emails, one-on-one email, Skype, and telephone
can help to ensure student success and to enhance an online course. Instructor
accessibility is an essential component of course accessibility. Clear expectations in
terms of comments, feedback, and inclusivity should be set for all course instructors to
help them help their learners.
Conclusions
Inclusive education values diversity. As such, learning materials are designed so that all learners
are included the best way to do so is to avoid erecting barriers (Moisey, personal
communication, November 17, 2009). A wide range of features to reduce barriers and increase
accessibility is available for the popular Moodle learning management system. If these are not
adequately used in the Moodle platforms provided by educational institutions, an incorrect
impression may be gained that Moodle does not provide comprehensive and accessible options.
By way of illustration, relatively few of the features fulfilling UID and accessibility goals had
been made available for the sample online course examined in this study; and it remains to be
seen whether UID principles are being widely implemented in other online courses. Institutions
interested in addressing accessibility issues should evaluate and exploit the potential of the LMS
products available to them and should invest in training and support for their course designers and
instructors on the benefits of implementing UID strategies. Research is required to consider how
assistive technologies and solid pedagogical approaches can remove barriers to educational
diversity and disability.
Universal Instructional Design Principles for Moodle
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