Instructional design and UDL for Moodle in on-campus graduate programs
DOI:
https://doi.org/10.32870/ap.v18n2.2894Keywords:
Moodle, Instructional design, Universal Design for Learning, Accessibility, Graduate educationAbstract
The present study aimed to develop an instructional design proposal grounded in Universal Design for Learning (UDL) for Moodle in oncampus graduate programs, based on a diagnostic assessment of platform usage practices. A qualitative study with a descriptive scope and diagnostic orientation was conducted. The corpus comprised nine courses from specialization, master’s, and doctoral programs. The data were examined using an observation matrix and triangulated with screenshots, virtual classroom records, and materials from training sessions. The results revealed recurring patterns in the distribution of materials, the formulation of instructions, and the navigation pathways used to locate resources, guidelines, and evidence of learning. As a limitation, the analysis was confined to a single academic unit and did not incorpórate the direct perceptions of faculty members and students. The contribution consisted of using UDL to establish accessibility criteria and to develop a design proposal structured around three principles and five components, together with a checklist for assessing course content from an inclusive perspective. The conclusions explain how a clearer, more accessible, and better-sequenced organization can strengthen pedagogical mediation in on-campus graduate courses
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