The Gold in Activity Completion Data Picture Sam and Stanley opening the same Moodle course on the same morning. Sam clicks around, figures out the navigation, finds the activity, and gets on with it. He’s slightly irritated by the clunky layout, but he manages to

Designing for Interruptions (Not Attention) Angie is working remotely from home. She opens her Moodle module with genuine good intentions. She’s made tea. The house is finally quiet. She is, for perhaps the first time today, ready to learn. Then, seven-year-old Katie appears in the

Learning on Fast and Fragmented Days: How LMS Design Can Support FaF Learning Somewhere in Cape Town, Lindy is sitting waiting outside a client’s office. With eight minutes before her to spare, she opens her phone, finds the compliance course she’s been meaning to finish

Designing for Real Learners: Practical Ways to Bridge the Hidden Learning Gap in Moodle On Monday, we talked about two learners. Same course, same morning, but completely different experiences. One breezed through, but the other spent far too much time and energy figuring out where

Everyone Is Online so Why Are They Not All Learning? Two learners log into the same course on the same morning. Same dashboard, same welcome screen. One clicks straight in and moves through the material with ease. The other pauses, scrolls up and down, clicks