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CASE STUDY 01 / LEARNING TECHNOLOGY / UNITED NATIONS

Moodle Assessment
Experience Redesign.

The United Nations introduced an updated Language Proficiency Examination (LPE) system, prompting language teachers to adapt their Moodle-based preparation courses on UN Campus. The teachers approached me to collaborate on redesigning the course shells, focusing on task-oriented navigation, interactive acknowledgment, and Moodle activity configuration.

PROJECT SCOPE7+ Course Shells Redesigned
MY CONTRIBUTIONLMS implementation & course experience
TOOLSMoodle · HTML/JS · H5P

01 / THE COURSE EXPERIENCE

From sections to learner tasks.

Different courses: Level I is the earlier reference; Level II illustrates the redesigned approach. This is not a controlled same-course before-and-after comparison.

Earlier Reference — Level I

Earlier Moodle course with collapsible Examination Information, Written Examination, Oral Interaction and Production, and Certificate sections
Collapsible examination information and course sections.View original (opens in a new tab) ↗

Redesigned Experience — Level II

Level II French practice examination course-facing view with Introduction, Typing Instructions, On-screen Keyboard, Technical Requirements, and After the Practice Exam tabs
Course-facing navigation and examination guidance, with Introduction selected.View original (opens in a new tab) ↗

02 / KEY IMPLEMENTATIONS

Learning experience,
connected to the LMS.

01 / HTML / JAVASCRIPT

HTML/JavaScript Navigation

I implemented HTML/JavaScript tabs inside Moodle section descriptions, grouping guidance by learner task rather than a long block of instructions.

Moodle section description editor showing JavaScript customization and HTML tab navigation markup
Moodle section editor: JavaScript customization and HTML tab navigation markup.View original (opens in a new tab) ↗

02 / H5P / MOODLE

H5P Integrity Pledge

I embedded the H5P pledge through an HTML iframe. Learners confirm all five bilingual integrity statements to complete the acknowledgment.

Integrity Pledge feedback showing one of five acknowledgments selected, a score of 1 out of 5, and a Retry button
Incomplete acknowledgment state: one of five statements confirmed, with feedback and a Retry option.View original (opens in a new tab) ↗

03 / MOODLE CONFIGURATION

Moodle Quiz Access Restrictions

I configured quiz access to depend on the Integrity Pledge activity being marked complete. A restriction message makes the prerequisite visible.

Moodle Reading Section Test showing a restriction until Integrity Pledge is marked complete
Administrator view of the completion prerequisite and Edit restrictions control.View original (opens in a new tab) ↗

04 / LMS IMPLEMENTATION

Four-Skill Exam Structure

I organized Reading, Listening, Writing, and Speaking entry points and created the relevant Moodle Quiz shells. Teachers supplied the assessment questions.

Moodle practice examination with Reading, Listening, Writing, and Speaking entry points
Course-facing view of the four language-skill entry points.View original (opens in a new tab) ↗

03 / MY ROLE & REFLECTION

Experience design.
Technical implementation.

The work connected information design with LMS behavior: guidance, acknowledgment, and assessment access form one course workflow. The evidence documents implementation; learner testing and measured impact are not established. Potential follow-up work includes further collaboration with language teachers on course content and Moodle quiz configuration; this work has not yet been completed.

Scope note: I implemented Moodle navigation, HTML/JavaScript customization, H5P embedding, activity completion, access restrictions, and quiz shells. Language teachers authored the assessment questions and managed Question Bank content. I did not author examination content or build H5P from scratch.

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