Moodle is UAL’s virtual learning environment (VLE). It helps students manage their learning by providing structured information about their course and their assessments. Moodle is where students go to participate in online discussions, join synchronous online sessions, and find materials that support their learning and independent study time as well as submit assessments. It is also where staff go to communicate with their students, upload learning materials, and create their course’s online presence.

There are four types of Moodle sites – the School site, the Course Site, Unit sites, and Community sites. These are accessible through your Moodle dashboard. To view your Moodle dashboard, log into with your UAL login details.

An example of a Moodle Page
An example of a Moodle Course page

Staff are responsible for preparing their Moodle sites every year at the start of term. To help you prepare your Moodle sites, we have consolidated our advice in 10 simple principles known as our Moodle Top Ten where you can also download advice on how to ensure your Moodle sites are navigable, accessible, mobile friendly, and visually appealing.

  • If you are missing any of your Moodle sites, please contact your Course Support Assistant (CSA) for help. Your course leader should be able to provide you with your CSA’s contact details.
  • Students who are missing one or more Moodle sites as part of their course should raise a HelpDesk request with and include 1) their student ID 2) The name of their course , and 3) the name of the missing sites.



This video demonstrates how to cutomise & navigate your Moodle Dashboard and our Moodle basics videos.

This video is aimed at students, but will give new staff a tour of key features.

  • Accessibility: The Moodle Text Editor (Atto)
    Ally, UAL’s digital accessibility checker, automatically checks your documents on Moodle for accessibility improvements, but did you know it also checks the text on your Moodle page? Approximately 30% of all accessibility issues on LCC Moodle sites are caused by the text we add through Moodle’s text editor tool, Atto (Fig. 1). Ally identifies these
  • Ally: Digital Accessibility in Moodle
    Digital accessibility is an essential component for an inclusive approach to teaching online. Our learning material must be digitally accessible so that it can be used by everyone, especially disabled and neurodiverse students, approximately 25% of UAL students. The average Ally Score for LCC was 80.8% but Digital Learning would like to see that average
  • Asynchronous Learning In Moodle
    Asynchronous learning activities don’t require students to be online at the same time. For example: Writing a private reflection Watching a video Collaboratively editing a shared online document Giving peer feedback Participating in a forum discussion Asynchronous learning activities give students flexibility and provide extra time to process, practice, reflect or respond. Directed asynchronous activity
  • Using Moodle Workshops for peer and self-assessment
    This article introduces the Moodle Workshop, a powerful tool for formative assessment, peer-feedback, and self-evaluation. Many of us are either thinking it or have heard it mentioned before – formative feedback. For those who aren’t familiar, formative feedback is any form of feedback given prior to an assessment which helps students refine their work and
  • Asynchronous Learning resources
    At LCC , we have developed resources to help you design asynchronous learning activities on Moodle. You can find the complete list of resources in the Teaching Online 21-22 section ‘Asynchronous Learning Activities‘ such as: A glossary where students can create definitions and co-construct key terms for their unit. A journal where students can post