Learning Enhancement and Development
  1. About & Contacts
  2. Events
  3. Learning spaces
  4. Qualifications & accreditation
  5. Establishing a Teaching Persona
  6. Learning & teaching
  7. Learning Success
  8. Counselling & mental health
  9. LEaDER Centre
  10. LEaD projects
  1. Past Events
  2. Learning at City Conference 2016
Learning Enhancement and Development

Poster 3

Advice on Module Page: AMPing Moodle modules

Olivia Fox, Dr Joel Armando, Lisa Baker, Thomas Hanley, Peter Kogan, Connie Tse - City, University of London, Learning Enhancement and Development (LEaD)

This poster outlines the introduction of the Advice on Module Page (AMP) service offered by the Educational Technology Team to staff at City, University of London. AMP is a personalised service that provides recommendations to engage and support academic staff in designing more effective Moodle modules.

The output of the service is the AMP Report which is aligned to the module learning outcomes and personalised to the academic’s requirements. The report provides up to three recommendations to improve a module.

To inform the AMP Report we use course design principles (adapted from Weimer, 2010) to provide recommendations that support student engagement and learning in blended environments.

The AMP service aims to provide some mitigation to two of the biggest barriers to staff engagement with technology – time and knowledge (Walker et al. 2014). This is done by providing information in the Report on the time required to implement each of the recommendations as well as links and tips on how to implement the recommendations technically and pedagogically.

This poster will provide an overview of the AMP service, the course design principles used to inform the Report, the type of recommendations provided to academic staff as part of the AMP service and some initial feedback from users.

While the AMP provides specific advice, it can contribute to an academic’s long-term engagement with effective module design online as it promotes reflection on the relationship between learning outcomes and online activities. It also promotes a reflective attitude towards the module design.


Alammary, A., Sheard, J. and Carbone, A. (2014) 'Blended Learning in higher education: Three different design approaches.' Australian Journal of Educational Technology, 2014, 30(4), pp:440-454

Walker, R. Voce, J., Nicholls, J., Swift, E., Ahmed, J.,  Horrigan, S. and Vincent, P. (2014) 2014 Survey of Technology Enhanced Learning for higher education UCISA  Report  [online] Available from: http://www.ucisa.ac.uk/~/media/groups/dsdg/Tel%202014%20Final%2018%20August.ashx (Accessed: 11.03.16)

Weimer M. (2010) ‘A Course Redesign that Contributed to Student Success’ in Weimer, M. Course Design and Development Ideas That Work.