For many educational institutions, Learning Management Systems (LMS) like Moodle offer powerful tools for managing digital learning environments. However, these platforms can sometimes prove challenging for users without a technical background—particularly faculty members whose strengths lie in instruction, not interface design. At one mid-sized university, the LMS support team tackled a frequently voiced complaint: Moodle’s navigation was too complex and unintuitive. To bridge the gap between functionality and usability, they devised a solution that significantly improved the user experience.
TLDR:
Faculty at a university were struggling with Moodle’s clunky and confusing navigation interface. The LMS support staff created simplified course templates that made course building intuitive and standardized. These templates significantly reduced the learning curve, improved consistency, and minimized technical support tickets. Faculty adoption rates and learner satisfaction both improved as a result.
Understanding the Challenge
While Moodle offers remarkable flexibility, this very feature can become a burden for non-technical users. Faculty were often overwhelmed by the multitude of layout options, inconsistent user interface elements, and the lack of a clear pathway for setting up a course. Many instructors reported feeling intimidated by the system, leading to underutilization of Moodle’s capabilities—or in some cases, a complete bypass.
The problems manifested in various forms:
- Disorganized course pages with inconsistent titles and module layout
- Essential course materials buried in hard-to-find sections
- Overwhelming use of blocks and plugin features without explanation
- Growing support tickets related to simple UI issues
While the LMS support team could provide training sessions, they realized that no amount of instruction would fully compensate for the complexity of the system. A more structural solution was needed.
The Turning Point: Listening to the Users
The support team initiated a short-term task force aimed at better understanding faculty concerns. Through surveys, focus groups, and one-on-one interviews, some recurring observations emerged:
- Faculty wanted ease of use over customization.
- They preferred pre-configured environments rather than starting from a blank course shell.
- Visual hierarchy and consistency made them feel more supported and less afraid of “breaking” something.
Armed with these findings, the LMS support staff decided to reimagine how courses were built and structured by non-technical faculty.
Developing Simplified Course Templates
Rather than tackling the software’s architecture head-on, the support team chose to create a set of simplified course templates within Moodle. These templates acted as scaffolds, offering a clean, intuitive structure from the very first moment a course was created.
Key elements of the new course templates included:
- Pre-structured weekly content sections – Clear headers for each learning week, formatted consistently
- Placeholder resources and activities – Sample instructions for uploading syllabus, assignment prompts, discussion forums
- Unified color schemes and icons – To visually cue certain activities (like assessments or resources)
- Simple dashboard navigation – Custom blocks removed, core navigation bar simplified
Each template focused on different course types: lecture-based, seminar-based, lab-supported, and fully asynchronous online learning. The LMS team worked alongside instructional designers to ensure that templates not only addressed usability but also incorporated pedagogical best practices.
Implementation and Pilot Program
Before a campus-wide rollout, the team conducted a three-month pilot with 10 faculty members from various departments. These individuals were provided with the new templates and minimal training—on purpose. The idea was to test intuitiveness.
Feedback from the pilot was overwhelmingly positive. Faculty who had previously struggled to add content or organize materials completed setup in under an hour. The alignment and consistency among courses were obvious, and support ticket volume from the pilot group dropped by over 60% during the trial period.
One professor noted, “This is the first time I’ve felt confident using Moodle without having to ask a graduate assistant to do it for me.”
Scaling the Solution
Following the pilot’s success, the support staff packaged the templates with a new, streamlined course request process. Instructors now had three setup options:
- Use a standard simplified template
- Start with a blank course (not recommended)
- Request a custom template built by the instructional design team
To encourage use of the templates, the team created a brief set of onboarding videos and walkthrough documents—all hosted within Moodle itself. These resources were embedded directly within each course template’s “Start Here” block.
Additionally, a feedback button was included in every template. Instructors could submit usability comments directly to the LMS team, enabling an iterative design process over time.
Results and Impact
Six months after implementation, the LMS support team conducted a follow-up evaluation. The data spoke volumes:
- Faculty satisfaction scores related to Moodle navigation increased by 48%
- Helpdesk tickets related to course setup decreased by 39%
- Template adoption rate across departments exceeded 67%
- Student feedback scores for course design improved across key categories like clarity and accessibility
More importantly, instructors reclaimed time and confidence. Courses no longer resembled a patchwork of mismatched design logic. Instead, students enjoyed consistency and clarity in every class they took—improving their engagement and reducing cognitive load.
Lessons Learned
The strategy wasn’t merely technical—it was deeply human. By respecting faculty members’ needs and recognising their limitations, the LMS support staff amplified Moodle’s effectiveness without changing the core system. The success of the simplified course templates demonstrates that intuitive design doesn’t need to be expensive or revolutionary—just empathetic.
Conclusion
Moodle still remains a powerful but complex learning platform. But through smart, intentional design initiatives like simplified templates, even the least tech-savvy faculty can thrive. The university’s approach is a replicable model for institutions facing similar challenges—and a clear example of how support teams can directly impact teaching success.
Frequently Asked Questions (FAQ)
- What is a Moodle course template?
- A Moodle course template is a pre-configured course layout that includes default sections, placeholders, and standardized navigation to simplify setup for instructors.
- Can faculty still customize their courses if they use a template?
- Yes, instructors can edit, add, or remove content within the template. The templates serve as a starting point, not a restriction.
- How were the templates created?
- The LMS support staff collaborated with instructional designers and faculty focus groups to build templates based on common needs and pedagogical best practices.
- Are these templates available in all courses by default?
- No, instructors must choose a template during the course request process, although templates are highly encouraged for ease of use.
- Is technical support still required for template use?
- Very little technical support is needed. The simplified layout was designed to be intuitive, and most questions can be answered through the built-in guides.
