When using Virtual Learning Environments (VLEs) on university modules, international students unfamiliar with such platforms face navigational as well as linguistic barriers. Short, intensive language courses may not spend time on VLE orientation and rationale, with the result that students do not receive clear guidance on exactly how to move around the site, and why. This paper presents a narrative account of a teaching and site design intervention which used screencast videos to show students narrated examples of page navigation. These screencasts could be accessed multiple times and were not limited to an induction phase of the course. Take-up of these screencasts was high, and reported problems with VLE navigation reduced. [For the complete volume, "New Educational Landscapes: Innovative Perspectives in Language Learning and Technology," see ED596359.]