Who is this for? All teaching staff who plan to use Moodle in any capacity

Moodle roles required: Student and above see Moodle roles at LSE.

This section of the guides will explain how to log in to Moodle and familiarise yourself with the environment.

Moodle is an open source virtual learning environment (VLE) used by many education providers in the UK and worldwide. A VLE provides web-based support for courses and programmes by bringing together a range of resources and tools in one location that is available at any time and from any place via the internet. LSE Moodle is available to all teaching staff and students and is used for a variety of academic purposes.

There are currently in excess of 1500 courses on LSE’s Moodle meaning that the majority of undergraduate and postgraduate taught courses have a presence on there.


Use the Good Practice Checklist below to improve your Moodle course with immediate impact.

Briefly tell students about the course and manage student expectation (i.e. when content/activities will be made available etc.). NOTE Avoid lengthy or unnecessary introductions. See Edit titles and introductory text in course sections.
For example: ‘Week 1 – What Anthropologists do?’
Remember, if you are using weekly format Moodle will automatically generate weekly dates. See course formats available at LSE.
You can use labels to serve as headings for activities that follow or to describe what a section is about. See Add a Label.
By default, a new course has some blocks visible. Hide or delete those you are not going to use. See Move, delete Blocks.
Increase the reading area on your course by moving all the blocks to the left. See Move, delete Blocks. NOTE That makes sense only if you have a limited number of blocks in your course.
Moodle offers different formats. Choose the one that best suits your needs. See Select a format for your course.
Provide concise and indicative names to the links you create. It is recommended that you also provide information about the file type and size. For example: Course handbook (PDF – 120KB).
Some PDFs and PowerPoint files may be large. Remember the students accessing files with slow connections.
It is not legal to upload PDFs of multiple chapter(s), journal article(s) etc. Contact library.teaching.support@lse.ac.uk to get started using Reading Lists @ LSE or use the library’s Reading list @ LSE guide. Once the list is created, you can use the step-by-step instructions to Add a Reading list to Moodle. Check the Copyright FAQs section.
By default, courses are set to be unavailable to students to allow you time to prepare them. Once you are ready, remember to make it available. See Make your course visible to students.
Any message you post through this forum will be emailed to all student enrolled on the Moodle course. See Use Announcements. NOTE If you do not intend to use this forum, it is recommended that you hide its link in the course. See information on how to edit a Moodle course (Turn editing on).
There are many ways of doing this, you may want to start by consulting the LTI. Alternatively, you may like to check Provide Grades and Feedback on individual assignment submissions to get an appreciation of the options available. Also see Assessment and Feedback in Moodle.
Give some consideration to using forums or other forms of communication. See Communicating and Collaborating in Moodle.
Let your students know about your Moodle course, how you will use it to support your teaching, and what you expect from them. See the support material prepared for Introducing Moodle to your students (log in required).

Making Good Use of Moodle
The temptation for busy academics is to use Moodle as a repository (or dumping ground) for resources such as handouts, lecture slides, reading lists etc. and overlook the opportunities it provides to extend students’ learning experience beyond the classroom. As well as uploading static content, give some consideration to using a wide variety of other tools on offer, including:

Discussion forums: Can be used to get students to engage with seminar topics before the class or to hold debates that can continue online after class is over.

Quizzes: Online tests to monitor students’ progress, or for students to test themselves.

Wikis: Allow students to work collaboratively on documents, wherever they are, and at any time.

Assignments: Allow students to submit work online, and assign grades and comments.