This presentation examines the development of two Moodle sites for use in a blended learning environment. Each Moodle site was designed independently yet both resulted in increased engagement levels.

Geology was redesigned and administered in 2012 as an inverted classroom, alternating between one week online (theory) and one week in class (learning activities). Most of the students preferred this blended model compared to the classroom model, able to manage their time and new learning efficiently resulting in a success rate that was better to previous years.

Destination NZ was facilitated as an online unit where the students worked through Moodle while creating a website as the form of assessment. The students responded favourably in terms of their engagement with both the content and the assessment tools, the observed standard of their submitted work was higher and they showed a more thorough understanding of the subject than in previous years.