UCL STEaPP Module Development

Translating complex academic content - science policy, research funding and science communication - into structured, accessible Moodle-based online learning activities for postgraduate students.
UCL Moodle My Courses page showing STEaPP Online MSc module cards - the programme context for the module development work

Moodle · Moodle Books · Forums · Databases · Panopto · Mentimeter · Padlet · HTML/CSS · Policy Education · Science Communication · UCL STEaPP

2025–2026 Module development period at UCL STEaPP
Online MSc Fully asynchronous, globally distributed postgraduate programme
STEP0024 Science Funding and Governance - one of several modules developed
Policy + Sci Comm Subject areas: research policy, science communication, contested science
Moodle H5P PowerPoint / Presenter Mentimeter Padlet Mahara

Project

This project covers module development at UCL STEaPP as part of the transition to a fully online, asynchronous postgraduate MSc. I converted academic teaching plans, readings, videos and discussion prompts into structured, accessible Moodle activities for students studying across different time zones. The broader programme context is on the UCL STEaPP Online MSc page. This page covers two specific modules: STEP0024 Science Funding and Governance and the Communicating Science for Policy strand.

My role: learning design and Moodle implementation lead - translating module plans into activity sequences, building Books, Pages, Forums, Databases and Quizzes, writing student-facing instructions, applying accessible HTML, and supporting academic staff with design decisions. For activities where a live collaborative response works better than a forum - particularly for contested topics - I use Mentimeter and Padlet to create a different kind of interaction within the asynchronous structure.

Tools

Moodle LMS (UCL instance) Moodle Books Moodle Pages Moodle Forums Moodle Databases Moodle Quizzes Panopto (video) Mentimeter Padlet Mahara (e-portfolio) HTML/CSS within Moodle editor Accessibility checking Microsoft 365 (planning and content drafting)

STEP0024 Science Communication

The module where my contribution was most substantial. I filmed a series of weekly context videos and an expert interview series, led weekly working meetings with two subject matter experts (SMEs) through the full development cycle from planning to publication, built the Moodle activity structure (Books, Pages, Forums, Databases) using the Reusable Learning Design System, and provided ongoing pedagogical guidance throughout.

Topics covered
  • Economic rationale for funding research and development
  • Science and research as a public good
  • Priorities for research funding; political rationale for funding R&D
  • Priorities for funding business innovation
  • Transformative change and strategic research investment
  • Budget allocation and priority-setting
Activity sequence: Budget Allocation Simulation

Contextual reading → Make Notes → group planning Forum → group Database upload → peer feedback → individual reflection Forum. A core pattern for contested or values-laden topics where student position may shift through the activity arc.

Video and media production work at UCL STEaPP - filming content for the STEP0024 Science Communication module, including weekly introductions and expert interview series

Media production for STEP0024 - weekly context videos and expert interview series.

Communicating Science for Policy

This strand covers contested science, misinformation, public trust and science communication to policy audiences. Activities were designed to prompt analysis and critical reflection - asking students to identify communication strategies in real examples, compare framings, and contribute analysis to structured peer discussion.

Topics developed
  • Communicating contested science - misinformation, mistrust and complexity
  • Science communication to governments and legislatures
  • Merchants of Doubt - using uncertainty as a communication strategy
  • Social media and contested science
  • Climate change, national security and policy inquiry evidence
  • Vaccine confidence, public trust in science, and media
Activity formats used
  • Moodle Books with conceptual framework chapters and accordions
  • Structured forum tasks with specific contribution guidance
  • Database submissions for peer contribution and review
  • Quizzes for knowledge checks on terminology and specific examples
  • Embedded Panopto video with note-taking prompts
  • Mentimeter and Padlet for collaborative and visual activities
  • Reflective transitions connecting complex topics

Outcome

Student feedback from the first cohort of the STEaPP Online MSc (2025–26): 100% understood content purpose and intention; 96.7% agreed the format was suitable; 90.9% found examples diverse and relevant - data from 36 responses across three selected modules in Term 1. Reported in the co-authored conference paper at CODE/RIDE (March 2026).

Related work
Skills demonstrated

Online learning design Academic content transformation Moodle activity development Instructional sequencing Peer interaction design Asynchronous learning design Academic staff support Policy and science communication content