Introduction Blended learning is increasing in popularity as an effective way to meet diverse learner requirements and offer increased flexibility for students through the thoughtful integration of resources and activities in an online environment with face-to-face teaching. However, recent UCISA (University and College Information Systems Association) surveys into Technology Enhanced Learning (TEL) in UK Higher Education Institutions have highlighted that the biggest barrier to staff engagement with educational technology is time. In addition “lack of academic staff knowledge” (ibid) is the second highest barrier to staff engagement. Recommendations Our most common recommendations: 1. Structure, organisation and signposting of content on Moodle. 2.Planning for and implementing a low-impact approach where an online activity is added to an existing module. 3.Initial AMP reports often neglected the planning element required to develop an effective online activity. Staff are encouraged to use an activity planner to plan an effective online activity. So while this may require more time, staff are spending time working on the right elements of their module. Initial Feedback 14 AMPs have been completed during the pilot and launch phases and feedback has been positive. Here is what our staff have to say about the service: What is AMP? Launched in December 2015 the Advice on Module Page (AMP) service provides staff with personalised recommendations for designing more effective and engaging Moodle modules. Academics are ed an AMP report which sets out the time required to implement our recommendations and has links to guidance and examples. This means that staff don’t have to acquire knowledge of all Moodle functions and features and can spend their time on features that are relevant to their context and module. Contact and credits Contact: Olivia Fox Credits: Joel Armando, Lisa Baker, Olivia Fox, Thomas Hanley, Peter Kogan & Connie Tse. AMP Process 1.Academics request an AMP through an online form on our Service Desk system and provide: learning outcomes, teaching approach, numbers of students and what needs to be improved on the module. 2.The Educational Technology Team review the module based on what needs to be improved. 3.An AMP report is prepared and provides up to three recommendations which are aligned to the outcomes, teaching approach and number of students. 4.The report is sent to the academic. Course redesign principles To inform the AMP Report we use course design principles (adapted from Weimer, 2010) to provide recommendations that support student engagement and learning in blended environments. 1.Provide a structure for the module that guides students in their active learning. 2.Provide sufficient time on task and enforce deadlines. 3.Reward students for their effort. 4.Provide regular assessment of progress. 5.Accommodate diverse requirements. 6.Stay in touch. References  Alammary, A., Sheard, J. & Carbone, A. (2014) 'Blended Learning in higher education: Three different design approaches.' Australian Journal of Educational Technology, 2014, 30(4), pp:  Walker, R. Voce, J., Nicholls, J., Swift, E., Ahmed, J., Horrigan, S., & Vincent, P. (2014) 2014 Survey of Technology Enhanced Learning for higher education UCISA Report  Weimer M. (2010) ‘A Course Redesign that Contributed to Student Success’ in Weimer, M. Course Design and Development Ideas That Work.  “Really helpful to learn about how I can new use new features in the context of my module.”  “The report was extremely helpful as not only did it have valuable recommendations but also an indication of how long it would take us to implement them.” “Lack of time remains the leading barrier to TEL development, consolidating its position at the top of the list which it has held dating back to the 2005 Survey.” (Walker et al. 2014, p.2.) Module example with signposting