MOOC Design

Toolkit
How to use ADDIE to build your Massive Open Online
Course (MOOC)
 1. Preface
CONTENT 1.1. How does it work? 3

OVERVIEW 1.2. Making sure a MOOC is the right choice for your learners 4

2. Using the ADDIE Model

5
2.1. Introduction
6
2.2. Analysis: Who are your learners, and how do they learn best?
10
2.3. Design: What will your learners know, do and feel?
23
2.4. Development: What is needed, and in what order, to
successfully build and test the MOOC?
2.5. Implementation: How can you ensure learners enrol, take and 31
complete the MOOC?
2.6. Evaluation: What information do you need to gather to evaluate 36
the effectiveness of the MOOC?

3. Checklist 39
4. Get in Touch! 40
5. Attribution 41

2
Preface
WHAT IS A
MOOC? First, it’s useful to understand what a MOOC is.
Here are some main features:
Welcome to the Humanitarian Leadership
Academy’s MOOC design toolkit.

This toolkit will provide you with step-by-step

MASSIVE No maximum number of participants, not limited in geographic reach
guidance to help you design and deliver a
MOOC that meets the needs of your learners.

No application process to enroll, free or different cost structure to

This toolkit is for you if you are a staff, OPEN face-to-face
volunteer or partner in a humanitarian
organisation who is considering developing a
MOOC.

ONLINE Hosted on a dedicated online site e.g. kayaconnect.org

COURSE Course completion can be certified and accredited

3
Preface
MAKING SURE A MOOC
IS THE RIGHT CHOICE
FOR YOUR LEARNERS
Collaborative and
Before you invest in a MOOC, go through Scale and Access Impact and Innovation
Global Learning
the ADDIE model in this toolkit to make
sure it is the right choice.
Your MOOC can reach Learners will benefit from Participants are
A first step in designing any learning is to learners in multiple social learning, where they encouraged to learn in
undertake an analysis of your learners. This geographic locations. can discuss questions with innovative new ways using
helps you determine if your learners will learn
other learners using the technology that is
best through a MOOC, or through another The scale of your MOOC is
not limited by physical discussion forums. available.
learning method. You may decide to use a
MOOC with a blend of several learning presence, such as needing Learners can be inspired Using different types of
methods. to have participants or those and learn as part of a global technology in your MOOC
Take time to consider the benefits and training , together in the community, with can result in different types
drawbacks of different learning methods. For same room. participants from different of learning. For example, a
example, the benefits of a MOOC include: regions and cultures. game embedded in a MOOC
Learners can access the
● Scale and access might be used to build
MOOC across different time They can contribute to the
● Collaborative and global learning empathy and behaviour
zones as well. learning content by sharing
● Impact and innovation change.
their own experiences, in
the form of case studies,
short assignments or
discussion posts.

4
Introduction
USING THE ADDIE
MODEL
You can use an ADDIE model to design your Analysis
MOOC. The ADDIE model is a process that
can be followed by anyone who is designing
learning.
This toolkit includes guidance, tips and
examples for each of the ADDIE stages:
Evaluation
1. Analysis ADDIE Design
○ Get to know your learners and their
needs
Stages
2. Design
○ Define your learning objectives and
your approach
3. Development
○ Build your MOOC
4. Implementation Implementation Development
○ Launch your MOOC
5. Evaluation
○ At each stage, evaluate your
progress and get user feedback

Tip: If you want to apply the ADDIE model to other learning

methodologies, such as a self-led course, a webinar, or a game,
enrol in the Creative Learning course on www.kayaconnect.org
5
STAGE 1: Analysis
Stage 1 is about getting to know your learners, in order
to design the right MOOC for them.
To do this, you can do a learning needs analysis. This will
give you all the information you need to make sure your
learning design is the right one.

The objective of the analysis stage is to find out about

the learning needs of your audience.
Guiding question: Who are your learners, and how do
they learn best?

6
STAGE 1: Analysis Micro
learning needs analysis
LEARNING NEEDS
Identify and prioritise the learning needs of the group and individuals who will be your learners.
ANALYSIS
A learning needs analysis is a method to Meso
identify the specific requirements of your learning needs analysis
learners.
Identify the organisational needs that are driving this learning.

You will want to focus on a micro learning

needs analysis to really get to know your Macro
learners. learning needs analysis

Be aware of the context in which the learning is happening.

You can undertake a learning needs analysis
at three different levels. Each level gives you
different types of information. You can
undertake a learning needs analysis by
surveying potential learners, or by secondary
research such as reviewing any similar
courses online. Micro learning needs Micro learning needs Micro learning needs
analysis tip: analysis tip: analysis tip:

In a micro learning needs Learner requirements can be Completing a learner persona

analysis, you identify the profile informed by their template can help identify the
of your target group. This educational background, profile of your target
includes the goals and their familiarity with online audience. See the template
objectives they might have for learning, their prior on page 10.
this learning activity. understanding of the topic,
and much more.

7
TOOL: Learning Needs Analysis [EXAMPLE]

Analysis Example: Course on Creative Learning for humanitarians

Micro learning needs
The learners would like to be able to design and manage a learning program effectively.
● What are the individual goals and objectives
for this learning activity?
The target group is staff in national and regional humanitarian organisations in south and
● What is the profile of the target group, south-east Asia. They have taken at least 1 MOOC before, mainly use laptops but also mobile
including existing competencies (knowledge, phones for learning, and have a working knowledge of English language.
skills and attitudes)?

● What knowledge and skills should the By the end of the course learners should be able to develop their own checklist of essential steps
learners have at the end of the MOOC? for developing learning based on the ADDIE model.

Analysis
Meso learning needs
This learning fits with the organisational need from the 2019-2022 strategic plan to harness the
● What are the organisational needs driving this power of technologies to increase access to learning globally.
learning? The organisation has many learning materials on this topic already available, mainly in PDF form.
There are also some case studies about different MOOCs that might be useful.
● Are there learning initiatives/materials
already available?

Analysis The trends in the sector is for blended learning that involves some face-to-face interaction with
Macro learning needs online learning.
The trends in this topic are for manuals and instructional videos.
● What are the trends in the sector for learning?
Another trend is that this topic is growing in importance in the humanitarian sector - there’s
● What are the learning trends in the identified been an increase in reports written that ask questions about how to design learning for
topic? humanitarians effectively.

8
TOOL: Learning Needs Analysis

Analysis
Micro learning needs

● What are the individual goals and objectives

for this learning activity?

● What is the profile of the target group,

including existing competencies (knowledge,
skills and attitudes)?

● What knowledge and skills should the

learners have at the end of the MOOC?

Analysis
Meso learning needs

● What are the organisational needs driving this

learning?

● Are there learning materials already

available?

Analysis
Macro learning needs

● What are the trends in the sector for learning?

● What are the learning trends in the identified

topic?

9
TOOL: Learning Persona Template

10
STAGE 2: Design
In the design stage, you use the information gathered
from the analysis to begin designing your MOOC.

The objective of the Design stage is to design a plan

for the MOOC.

Guiding question: What will your learners know, do

and feel by the end of the MOOC?

There are multiple steps in the design stage:

1. Defining learning objectives
2. Selecting the right content
3. Choosing the right methods
4. Using a mix of methods
5. Design considerations
6. Identifying who is in your MOOC team

11
STAGE 2: Design
DEFINING
LEARNING What should learners be
For example: Learners can apply the ADDIE model to their
able to DO by the end of
chosen learning method.
OBJECTIVES the MOOC?

In the design stage, start by defining

the learning objectives for your MOOC.
Learning objectives specify what the For example: Learners can identify the key stages of the
What should they KNOW
learner should know, do and feel by the ADDIE model; Learners can compare the strengths and
by the end of the MOOC?
end of the MOOC. weaknesses of different learning methods.
They help guide the learner through the
MOOC, as the learner knows what is
required of them to complete the course.
They also help to guide you as you select
the content and materials in the next What/how should they
For example: Learners positively evaluate the ADDIE steps
steps. FEEL by the end of the
after they have applied it.
MOOC?
Tip: Use your findings from the Analysis
stage to set suitable learning objectives.
For example, if your micro learning needs
analysis showed that learners have limited
familiarity with the MOOC topic, set a
learning objective for learners to identify
Tips for writing learning objectives:
the basic components of the topic, rather
Make them measurable Use action verbs Keep them manageable
than demonstrating full mastery.
Make each learning objective See the verbs in ‘Bloom’s Set 3-5 overall learning
specific and measurable so that Taxonomy’ (page 12) for objectives for the MOOC. You
you will know if a learner has examples of ways to explain the can also add more detailed
reached it. type of learning you want the learning objectives for different
learner to achieve. parts of the MOOC, such as
different modules.

12
TOOL: Define Learning Objectives

What should learners

be able to DO by the
end of the MOOC?

What should they

KNOW by the end of
the MOOC?

What/how should they

FEEL by the end of the
MOOC?

13
 Evaluation
< Knowledge &
Reference understanding Synthesis Making critical
judgements
BLOOM’S Analysis Creating unique based on a
sound
answers to
TAXONOMY Application
Solving open
ended
problems knowledge
base
problems Compose
Comprehension Solving close Plan Judge
Bloom's Taxonomy categorises the
ended Propose Appraise
different ways that a learner can show Knowledge Distinguish
Explaining problems Design Evaluate
Analyse
their knowledge about a specified topic. important Formulate Rate
Recalling Differentiate
information Interpret Arrange Compare
You can use Bloom’s Taxonomy to identify important Appraise
Apply Assemble Revise
information Calculate
the type of learning you expect the learner Translate Employ Collect Assess
Experiment
to have when they complete the MOOC. Restate Use Construct Estimate
Define Test
Discuss Demonstrate Create
Repeat Compare
For example, if the MOOC is about the Describe Dramatize Set up
Record list Contrast
basics of humanitarianism, the learner Recognise Practice Organise
Recall Criticise
could: Explain Illustrate Manage
Name Diagram
Express Operate Prepare
Relate Inspect
● Describe the different Identify Schedule
Underline Debate
humanitarian principles Locate Sketch
Question
Report Relate
(Comprehension) Review Solve
● Compare how one humanitarian Tell Examine
principle has been applied in two Categorise
different contexts (Analysis)
● Assess their use of humanitarian
principles in a recent work
experience (Evaluation)

Intellectual skills >

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STAGE 2: Design
SELECTING THE
RIGHT CONTENT
After you have defined your learning
outcomes, it is time to select the MOOC
content.

Look back at your learning objectives.

Select content that the learner will
need to know to reach these.
There might be extra content you would
like to include that is ‘nice to know’ but
not essential to reaching the learning
outcomes. This extra content can go in an
area of additional resources in the MOOC.

Guiding question: What does the

participant need to know in order to
reach the learning objectives?

Tip: Make sure that subject matter

experts are involved at this stage to help
select the right content.

15
stage 2: Design
CHOOSING THE
RIGHT METHODS
Videos Checklists
After you have your learning outcomes
and content, the next step is to select
the right mix of methods to deliver the
content in your MOOC.
Within a MOOC, you can choose
different instructional methods to
deliver content. This is any method or
activity that can help instruct the
learning.
For example, you might find that some
content works best as a recorded lecture, Case Studies Podcasts
while other content can be presented as
checklists or blogs. Some content can be
delivered in a way to encourage learners
to collaborate, such as by posting a
question on the MOOC discussion board.

Guiding question: What is the best

method to deliver this content to the
learner?
Webinars Presentations

Tip: See the next page for ways to combine

different methods.
16
STAGE 2: Design
USING A MIX OF
METHODS
Expose learners to Task learners to apply Connect learners to
Using a mix of methods helps the new information their knowledge share knowledge and
learner interact in different ways with
collaborate
the content. Presentations Checklists
Some instructional methods expose Videos Simulations Online guided discussions
learners to new information. Short Podcasts Assignments Shared documents
videos at the beginning of a MOOC, or an Case studies Quizzes Peer-reviews
informative case study, are examples of Interactive activities Learning games
this.
Demonstrations
Webinars
Other instructional methods task the
learners to apply their knowledge.
These often come towards the end of a
module, in the form of a checklist or
assignment.
Other instructional methods connect Tip: Videos can be used to Tip: Learning games can be Tip: If you are using a
learners to share knowledge and
tell a story and introduce effective ways for learners shared document such as a
collaborate about what they are
the learner to different to apply their knowledge. Google Sheet, make sure
learning. Participants can interact online,
learn from each other, and progress
perspectives on a topic. See For an example of a live that it is is available to
through the MOOC together. Philippine Volunteer game see Introduction to learners in all regions. This
Essentials on Coaching and Mentoring on can require different
www.kayaconnect.org for an www.kayaconnect.org permissions.
example of using videos.

17
STAGE 2: Design
USING A MIX OF
METHODS
In the design stage, plan the overall
structure of how the instructional
methods fit together.
On a learning platform like
www.kayaconnect.org, you can easily
select different activities to present
different instructional methods.

Tip: Different learning outcomes and

different pieces of content will suit
different instructional methods, so it is
recommended that you use a
combination.

Example of selecting different instructional Example of a Forum from the course template on
methods from the course template on www.kayaconnect.org used in the Monitoring,
www.kayaconnect.org Evaluation, Accountability and Learning (MEAL)
MOOC.
18
 Technological Access Language

Consider how participants with expensive, slow or Be aware of the meaning that your language choices
STAGE 2: Design inconvenient internet access, or with mobile phones carry.
DESIGN or different computer browsers, can learn on your
MOOC.

CONSIDERATIONS Tip: Design assessments that can completed offline. Tip: Use clear, uncomplicated language when
Present content in bite-sized pieces that are easy to participants have diverse native languages, and
An important aspect of a MOOC is respect access in short amounts of time on a mobile phone. explain acronyms and abbreviations. Use
for diversity and the promotion of inclusive Provide timely technical support to those who gender-sensitive terms instead of sexist terms. For
and accessible learning. experience difficulties accessing the MOOC. example, instead of “housewife” use “homemaker”
instead of “chairman” use “chair” or “chairperson”.
Make sure your design is accessible and
relevant for your learners in the following Culture Gender
ways:
The content of the MOOC must be culturally The content, methodology, and representation of
● Technological access
appropriate. This is more than just translating participants and contributors must reflect respect
● Language content. for equality between women and men. Ensure that
● Culturally appropriate content captures the different views and
● Gender experiences of different genders.
● Universal design
Tip: Select or create scenarios and case studies that Tip: The ITCILO Gender Equality and Diversity
are relatable for the participants. If diverse examples Programme has developed a table of gender
Guiding question: How can you involve are selected, explain the characteristics so that the guidelines for activity design with which to
people with the same background as your meaning is clear to participants from all backgrounds. mainstream gender in training activities.
target audience in the MOOC?

Universal Design

Participants with specific learning needs may access the learning differently. For example, some learners
might have special software such as a screen reader to improve their access to the learning content.

Tip: A clear, well-structured layout and design is more accessible for learners to navigate. Also, consistently use
large fonts and high contrast pages for ease of reading.

19
 Week Module title Learning outcomes Content Instructional
STAGE 2: Design methods

MOOC PLAN Week 1 Humanitarian

principles and ● Describe the humanitarian
1. Building a Better
Response course (unit
Interactive
lessons
standards principles and standards 0 and 1.0, 1.1, 1.2)
Now you have selected the learning ● Explain what accountability to 2. Core Humanitarian Online guided
outcomes, content and instructional affected populations means Standards module discussion
methods, you can start to plan the detail ● Identify how and when to apply 3. Video on Sphere
of the MOOC. Sphere standards Humanitarian Charter
Completing a MOOC plan like the ● Describe the main components of and Minimum
example here can help you to structure the international humanitarian Standards
the MOOC according to weekly learning architecture at the country level
outcomes, selected content and ● Describe the main components of
instructional methods. the international humanitarian
architecture at the international
A MOOC can be as long as your learners level
need it to be - this might be just one
week, or much longer.
Week 2

Week 3
Tip: The total learning time should
amount to roughly the same each week.

20
TOOL: MOOC Plan

Instructional
Week Module title Learning outcomes Content
methods

21
STAGE 2: Design
IDENTIFYING WHO
IS IN YOUR MOOC
TEAM
During the design stage you will also need to
identify the team involved in the MOOC.
Instructional or Learning designer: This
person will have knowledge of learning theory
to design the MOOC, and the technical skills to
build the MOOC.
Facilitator: The facilitator will manage the Learning Designer Subject Matter Expert
running of the MOOC, including monitoring the
discussion forum, communicating with learners
via email, and facilitating any live sessions with
SMEs.
Subject matter experts (SMEs): SMEs will
validate your content. It is recommended that
you involve them during the Design and
Development stages.

Tip: Use a template for SMEs to provide

feedback at each review stage. This helps
keep the feedback focused and useable. Facilitator Subject Matter Expert

Tip: Be clear about how the subject matter

experts will be involved in the MOOC. A terms
of reference (ToR) can help with this.

22
STAGE 3: Development
In this stage, you prepare, compile and create the
MOOC.

The objective of the Development stage is to build

and test all aspects of the MOOC, ready for launch

Guiding question: What is needed, and in what order,

to successfully build and test the MOOC?

The various steps in the development stage are:

● Sourcing learning materials
● Developing learning materials
● Sourcing the right learning materials
● Selecting images and graphics
● Receiving and reviewing feedback

23
STAGE 3: Development
LEARNING
Fact Sheets Videos
MATERIALS
In the development stage, you select
the learning materials for the MOOC.
The learning materials are the different
materials that can be used to present
learning content. These materials will
support the activities that you want your
learners to do. Transcripts of
Powerpoint slides
Tip: Select learning materials that fit video and audio
your content and learning outcomes.
For example, if your learning outcome is
to describe the principles of
humanitarianism, you might use a video
with a clear description of the
principles.
Tip: You can also leave space for
participants to contribute content with
their own learning materials, such as by
Checklists Infographics
writing an assignment, recording a
video, or sharing slides about a case
study.

Audio Recordings Articles

24
STAGE 3: Development
SOURCING
LEARNING
MATERIALS
Developing learning materials can take a
lot of resources – both time and money.
Sourcing existing materials can save
resources.
There are lots of different places where
you can source existing materials. Your
organisation might have relevant
materials that you can include. Other
organisations might have freely available
content as well. You can also go to
platforms like www.kayaconnect.org to
scope out potential materials to include.

Guiding question: What learning Example: The Humanitarian Essentials Pathway on www.kayaconnect.org
materials are already available that collates different learning materials that are already available, including the
could be used in the MOOC? Core Humanitarian Standards, and structures them into a new learning
pathway for learners to complete.

25
STAGE 3: Development When reviewing learning materials, consider:

SOURCING Length – choose materials which offer bite-size learning, such as short
LEARNING videos or short radio clips

MATERIALS Who made it and who owns it – check that the materials are open access,
and identify who need to contact to obtain proper access
When sourcing learning materials, you will
want to consider their suitability for the Learning objectives and outcomes – some materials may cover
MOOC based on: suitable content but in a different level of detail, or from a different
● Length angle, due to different learning objectives
● Maker and owner
Target audiences – the materials might be have been designed
● Learning objectives
for a different learning audience and this may affect their
● Target audience
relevance to your MOOC audience
● Languages
● Cultures and contexts
Languages – all materials that are essential for the learning
● Gender, inclusivity, accessibility
outcomes should be in the specified MOOC language(s)
● Date
● Technological compatibility
Cultures/contexts – check if the learning materials are relevant
for specific cultures or contexts only
Tip: Once you have reviewed the learning
materials that are available, identify if any Gender, inclusivity and accessibility – review gender and
need editing, updating or strengthening. cultural representations, and if there are any accessibility
Write in your MOOC plan who will do this, limitations with the materials
and how.
Date – identify how old the learning materials are, and if they are
still considered up to date

Technological compatibility – check if there any technical issues

in using them in the MOOC, such as embedding a video or linking
to a report.

26
STAGE 3: Development
SOURCING THE
RIGHT LEARNING
MATERIALS
When selecting learning materials, be
sure to cite the source and clearly
indicate the original context.
This is due to copyright restrictions.
Copyright refers to protection for
intellectual property. Laws vary around the
world but, in general, work created by
others cannot be used for different
purposes without their explicit permission
and if necessary, the payment of royalties.
When selecting music, images and
resources to include in your MOOC, make
sure you have the necessary permissions.

Example: The Creative Commons licence system is a great option to look for
copyright free media.
Tip: The New Humanitarian has an
excellent photo gallery which can be
used by citing the source.

27
STAGE 3: Development
DEVELOPING
LEARNING
MATERIALS
In your review of learning materials, you
might find that there are gaps that you
need to fill by developing some new
materials.
If you decide to develop new learning
materials, plan for the following questions:
● What resources (personnel, time,
budget) are available to develop new
materials?
● Do you have providers you can trust to
build the new materials?
● Will this material have to be
translated? How will that affect its
design?
● Who will review and verify all the Example of a learning material used in the Monitoring, Evaluation and
newly developed material? Accountability MOOC on www.kayaconnect.org. This learning material is an
existing guide for learners to download.

Tip: Remember to include materials in your

MOOC that support your learner, such as a
user guide, a syllabus, a learner journal
and facilitators guide.

28
STAGE 3: Development
SELECTING
IMAGES AND
GRAPHICS
Videos, images, graphics and photos
should reflect sensitivity towards gender
equality and ethnic diversity.
Your choice of visuals should
communicate messages that promote
gender equality. Images should respect
diversity in sex role portrayal by showing
women and men in position of equal
status. For example, showing men as well
as women as caregivers in a family.
For learner accessibility, consider your use
of colour or black and white in text and
images. Some learners might have
difficulty differentiating between or seeing
different colours.
Tip: Photographs portraying global
trends should include men and women
of different ethnic and racial Example: A visual from the online self-directed course How to be a Sphere
Champion on www.kayaconnect.org
backgrounds.
Tip: Images portraying men and women
together where men are shown in
active, assertive positions and women
are showed in passive positions should
be avoided.

29
STAGE 3: Development
REVIEW AND
FEEDBACK
There are three main review steps:
Throughout the development stage, you
need to include reviews to test the
quality of your MOOC.
You should aim to get feedback from a
range of stakeholders as you design and
Alpha Beta Gold
develop the MOOC. This helps to keep
This is the first stage for the The is the second stage for This is the final version of the
the course content and learning
MOOC layout to be reviewed. your course to be reviewed. MOOC.
materials in line with the learner needs
and learning outcomes you identified Reviewers should be able to At this stage it should be a At this stage the review is to
earlier. It also allows you to modify and get a good understanding of fully functional MOOC with make sure that all agreed
make changes as necessary. how the MOOC will look and everything ready. This is the feedback from the Beta stage
feel, what the user experience last chance to make minor has been incorporated. No
At each feedback stage, clearly
will be, and how the content changes before course launch. new changes are suggested at
communicate what you need feedback on. will be structured. Not all the this stage.
This might includes content, user content or materials will be
experience and device functionality. Make included here, so you might
sure this includes screen references use placeholders.
where edits need to be made, and clear
directions for how to improve or change
specific sections.
Tip: Each time you run the MOOC you
have an opportunity to gather feedback
and make adaptations before the next
launch.

30
STAGE 4: Implementation
Congratulations – at this stage you are ready to launch your
MOOC! The Implementation stage can be both rewarding and
challenging.
The objective of the Implementation stage is for learners to
enrol, take and complete the MOOC

Guiding question: How can you ensure learners enrol, take and
complete the MOOC?

There are several steps in the implementation stage to plan for.

Make sure you check off all the steps to ensure your MOOC runs
smoothly.
1. 1 Month to 1 Week Before the MOOC Starts
2. First Week Online
3. Throughout the MOOC
4. Closing the MOOC

31
STAGE 4: Implementation
1 MONTH TO 1
WEEK BEFORE THE
MOOC STARTS

This step is all about getting organised

and promoting the MOOC.
● Review learning materials and ensure
all content is available
● Brief the facilitator so they know their
role and can easily navigate the
course platform
● Select a sample of users to go
through the MOOC environment and
Example: The Safeguarding Essentials self-guided course on
provide their feedback as a quality www.kayaconnect.org includes a pre-course survey where learners can record
test their existing level of knowledge on the subject.
● Promote the MOOC through channels
that your target audience will use,
such as an email network or social
media
● Start communicating with
participants. Encourage participants
to enrol, log in and introduce
themselves
● Ask participants to complete a
pre-MOOC survey or forum post
where they can state their
expectations about the course

32
STAGE 4: Implementation
FIRST ONLINE
WEEK
This week is for setting expectations
with your learners. Good
communication is essential in the first
online week.
● Compile participant expectations
● Share or clarify the learning
objectives with learners
● Communicate timeline to learners,
such as when new modules are
available and when any
assignments are due
● Set-up feedback mechanisms for
learners to communicate any
issues with the facilitator, for
example:
○ Open a thread in the Social
Forum for content-based
Example: The Monitoring, Evaluation, Accountability and Learning (MEAL)
discussions MOOC on www.kayaconnect.org has a support forum and an announcements
○ Open a thread in the forum. These capture learner feedback from the first online week onwards.
Technical Support Forum
and refer to relevant
documentation for users

33
STAGE 4: Implementation
THROUGHOUT THE
MOOC
This step is about monitoring the MOOC
and your learners’ progress.

● Monitor learner participation and

answer questions in forums. If
your MOOC is on Kaya, use the
Kaya activity report features to
monitor participants’ progress
● Communicate with the facilitator
to ensure any issues are identified
and addressed quickly
● Record the results achieved by
participants
● Ensure the facilitator
communicates with learners by Example: A video transcript from the facilitator communicating with students
email and via the discussion forum throughout the MOOC in the Monitoring, Evaluation, Accountability and
to maintain engagement Learning (MEAL) MOOC on www.kayaconnect.org.

34
STAGE 4: Implementation
CLOSING THE
MOOC
This step is about communicating
deadlines and clarifying any questions
on completing the MOOC.
● Highlight deadlines during the final
week in order to guarantee that
participants are not missing any
submissions
● Confirm if participants will be able
access the course materials even
after the MOOC is officially closed
(for example for 3 months) Example: A post on a MOOC course page on www.kayaconnect.org reminds
● Ensure that the process for course students of the requirements to obtain a certificate
completion and certification is
clearly explained to learners

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STAGE 5: Evaluation
At stage 5 in the ADDIE model, you bring together the
evaluation from all the stages.

The objective of the Evaluation stage is to evaluate

the MOOC course and capture lessons learned.

Guiding question: What information do you need to

gather to be able to evaluate the effectiveness of the
MOOC?

36
STAGE 5: Evaluation
EMBEDDING
EVALUATION AT
EVERY STAGE
Evaluation is embedded throughout the
ADDIE model and therefore, it is embedded
throughout the MOOC process.
This includes:
● The development stage, for example
through user testing as part of Alpha
and Beta review. This can improve the
instructional strategy or online activities,
and is known as formative evaluation

● The implementation stage, for example

monitoring posts on the discussion
board. This type of evaluation can
measure the effectiveness of the MOOC
learning experience, and is known as
summative evaluation Example: The infographic is an example of summative feedback
from the first week of interaction on the Humanitarian Essentials
MOOC on www.kayaconnect.org
● After MOOC closure, for example
through an after action review with all
partners. This can identify areas that
need updates or iterations, and is know
as confirmative evaluation.

37
STAGE 5: Evaluation
METHODS TO
EVALUATE
LEARNING Level 4
Results
It can seem difficult to identify what you Level 3
can measure to evaluate learning. Behaviour The degree to
Level 2 which targeted
The Kirkpatrick model is a model to help Learning The degree to outcomes occur as
evaluate learning. It breaks down the Level 1 which participants a result of the
evaluation of learning into four levels: Reaction The degree to apply what they training.
which participants learned.
● Level 1: Reaction
The degree to acquire the For example, use a
● Level 2: Learning
which participants intended For example, use a follow-up
● Level 3: Behaviour
find the training knowledge, skills, follow up questionnaire with
● Level 4: Results
favourable, attitude, questionnaire 3 former participants.
engaging and confidence and months
relevant to what commitment based post-course, or live
Select your evaluation materials based on
they need to learn. on their examples in the
the level of learning you want to evaluate.
participation in the discussion forum.
For example, a post-MOOC survey is a training.
For example, use
suitable evaluation material to show
pre-course surveys
Level 1: Reaction. A follow up questionnaire For example, use a
or expectations
after three months might be a more suitable surveys. pre- and
evaluation material to show Level 3: post-learning
Behaviour. assessment.

Tip: Ensure that you write down your

evaluation findings, including what worked
well and what different. Save this in a
place such as a shared online folder,
making it easy to find and review next time
you are designing a MOOC.
38
Get in touch!

In the Humanitarian Leadership Academy’s

[email protected]
Learning Design Service, we work with your
organisation to guide you through essential
learning design steps to build or co-create
learning together.
@AcademyHum
Find out more about the Learning Design
Service here.
HumanitarianLeadershipAcademy.org/innovation
Do get in touch with us, and let us know what
you thought of this toolkit! We’d love to hear
from you. Humanitarian-Leadership-Academy

HumanitarianLeadershipAcademy

39
Attributions

Content Attribution
● https://www.pngfly.com/png-1q3xs5/ ● Tech by priyanka from the Noun
● ADDIE Model ● chart by Delwar Hossain from the Project
● Bloom’s Taxonomy Noun Project ● Target audience by romzicon from the
● Kirkpatrick model ● Video by Iga from the Noun Project Noun Project
● transcript by Andrejs Kirma from the ● Language by Anthony Ledoux from
Image Attributions Noun Project the Noun Project
● Checklist by unlimicon from the Noun ● gender by Adrien Coquet from the
● Presentation by Gregor Cresnar from Project Noun Project
the Noun Project ● report by BomSymbols from the Noun ● Art by Juan Carlos Altamirano from
● webinar by Tomas Knopp from the Project the Noun Project
Noun Project ● Audio by Graphik Designz from the
● case study by Ladalle CS from the Noun Project
Noun Project ● slidedeck by Musavvir Ahmed from
● result by Turkkub from the Noun the Noun Project
Project ● documents by Postcat from the Noun
● Learning by Flatart from the Noun Project
Project ● Persona by Valerie Lamm from the
● reaction by luca fruzza from the Noun Noun Project
Project ● instructions by Creaticca Creative
● copyright by romli ahmad from the Agency from the Noun Project
Noun Project ● develop by Flatart from the Noun
● instruction by Eucalyp from the Noun Project
Project ● Calendar by Alice Design from the
● objective by Fauzan Adiima from the Noun Project
Noun Project ● Length by Alice Design from the Noun
● consumer by Eucalyp from the Noun Project
Project

40